E-ISSN:2319-3050

Case Report

Information Literacy

International Journal of Research Pedagogy and Technology in Education and Movement Sciences

2024 Volume 13 Number 01 JAN-MAR
Publisherwww.theuniversityacademics.com

Information Literacy Among Distance Learners Of University Of Jammu In Digital World : A Case Study

D1*†, Sharma A2†
DOI:https://doi.org/10.55968/ijems.v13i01.358

1*† Diksha, Mlibisc Student, Department of Library Information Science, University of Jammu, Jammu, Jammu and Kashmir, India.

2† Abhi Sharma, Mlibisc Student, Department of Library Information Science, University of Jammu, Jammu, Jammu and Kashmir, India.

The development of a knowledge society in general begins with Information literacy. Distance learning has been viewed as the most feasible alternative to the traditional educational system inpromoting accessibility, achieving equality, and support continuous education to diverse learners separated by time and space. This study highlights the assessment of Information literacy skills in using digital library resources among the distance learners of University of Jammu. The study further discusses the significance of digital Information literacy in improving learning for distance learners. The primary data is collected by using survey method and a well semi-structured 200 questionnaires are distributed among the respondents enrolled in one or more distance education courses, 162 of questionnaires are received with a response rate of 81.00%. The gathered data is analysed using percentage analysis and a variety of statistical tools and techniques, such as MS-Word and MS-Excel. The study revealed that the majority of the respondents are aware ofthe concept of digital information literacy and possess knowledge about basic search strategies. The maximum number of respondents favoured using the simple keyword search strategy for seekinginformation online. It is discovered that a majority of respondents prefer using online resources to search for information in the present digital world since it is a simple, adaptable, and cost-effective method. Digital literacy is the ability to utilise technologies to participate in and make a contribution to contemporary cultural, social, political, and economic life. It refers to the set of skills necessary for existence, learning, and succeeding in the age of the internet. The study provides a few suggestions for helping distance learners achieve effective and appropriate digital literacy competencies by raising theirawareness as well as includingeffective digital literacyprogrammes into course curricula. Users need to be aware of a variety of search techniques in order to further narrow down their searches.

Keywords: Information Literacy, Digital Literacy, Distance learners, University Students

Corresponding Author How to Cite this Article To Browse
Diksha, Mlibisc Student, Department of Library Information Science, University of Jammu, Jammu, Jammu and Kashmir, India.
Email: 		D, Sharma A. Information Literacy Among Distance Learners Of University Of Jammu In Digital World : A Case Study. IJEMS. 2024;13(01):47-55.
Available From
https://ijems.net/index.php/ijem/article/view/358
Manuscript Received Review Round 1 Review Round 2 Review Round 3 Accepted
2024-09-03 2024-09-05 2024-10-01 2024-10-30
Conflict of Interest Funding Ethical Approval Plagiarism X-checker Note
Nil Nil Yes 12 Nil

© 2024by D, Sharma Aand Published by The University Academics. This is an Open Access article licensed under a Creative Commons Attribution 4.0 International License https://creativecommons.org/licenses/by/4.0/ unported [CC BY 4.0].

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Information Literacy Among Distance Learners University Jammu Digital World Case Study

INTRODUCTION

Prof. Paul G. Zurkowski, President of the US Information Literacy Associations, coined the term "Information literacy" for the first time in 1974. Information literacy refers to the ability to recognise the information that is required, comprehend how the information is organised, select the best information sources for a particular need, locate those sources, critically assess those sources, and share that information. Information literacy (IL) enables individuals to use information in an efficient, effective, creative, legal, ethical and strategic manner in order to accomplish their goals. We all are living in a dynamic world where new data is beinggenerated every second, which causes information overload. The continuous advancement in Information and communication technology (ICT) and Artificial intelligence (AI) has impacted multiple domains of life such as Economics, Information relations, Politics, Science & Technology, etc. Information for All Programme of UNESCO created a Working Group on "Measurement for Knowledge Societies," with a special emphasis on three priority areas: information literacy, information preservation, and information ethics, all of which are crucial for the growth of knowledge societies. In today’s data-centric world, Information processing plays an essential role for the growth and empowerment of both individual and nation, for which IL skills are crucial to develop. When it comes to higher education institutions, Information literacy is of utmost importance. It encourages people from all different backgrounds to efficiently locate, assess, use, and generate information to fulfil their own social, linguistic, and educational objectives. In other words, IL is the precursor for knowledge society. University libraries arecontinuously educating their users on how to use the library, how to access information, and how to use the various bibliographic tools through library orientation, training for users, and bibliographic instruction. Distance learning is a form of education that provides educational opportunities and instruction to students who do not physically participate in regular or conventional learning courses. Distance learning programs in India are the only viable option for many students who reside in remote and isolatedregions of the nation and lack access to the facilities required to pursue formal education. The Internet takes over as the main source for acquiring information for distance learners

who do not have physical access to a library like regular students. Therefore, understanding how distance learnersuse online informationresources and their experiences doing so will aid librarians in developing instructional programmes that would improve students' information literacy skills.

LITERATURE REVIEW

The studies that are relatedto the current study are listed below:

Subba Rao, S. (2006) in their studyfocused on India's efforts to increase literacy levels through distant learning by making use of available technologies, notably information technology. The study suggestedthenecessity of digital libraries (DLs), their integration, and the use of IT to provide high-quality education to populations that are in remote areasand to improve the quality of education in already-existing educational institutions. Ameen, K., & Gorman, G. E. (2009) conducted a study to examine the overall extent of information and digital illiteracy (IDL) in developing nations and how it impedes the development of people and countries by taking the case ofPakistan. They founded that IDL training and practise are not common in Pakistani education systemor libraries, nor are they considered operational priorities. The importance of learning to be "critical consumers" of knowledge for both individual and national development is also highlighted. Koneru, I. (2009) conducted the study to find out how easily accessible and useful library and information services and resources werefor Dr. BR Ambedkar Open University (BRAOU) students, as well as their familiarity with and use of ICTs, their capacity to search and retrieve information from the Web, their ability to assess the quality of information sources, their knowledge of fair use policies, and their preferred language and mode of ILinstruction. Their study concluded from the findings that the BRAOU learners have a low degree of information literacy. Ozdamar-Keskin, N., Ozata, F. Z., Banar, K., & Royle, K. (2015), in their study examined the digital literacy skills and learninghabits of students enrolled in Anadolu University's open and distant learning programmes in Turkey. Students believed they have the project management and problem-solving abilities to handle academic challenges. However, it appears that they only have minimal digital literacy skills and expertise on how to use information and communication technologies.


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They require instruction on how to utilise digital tools more effectively for educational purposes. Munshi, S. A. (2016) conducted a study to assess the information literacy ofpostgraduate students at Aligarh Muslim Universitywith reference to the library's resources and to learn about their fundamental information demands and information search methods in both physical and online sources. The researchers discovered that there are several worthwhile recommendations provided by the users in response to their desire to increase their information literacy skill, including project based learning, motivational speeches, seminars, conferences, and symposiums. Krishnamurthy, C., & Shettappanavar, L. (2019) conducted a study to assess the level of digital literacy among female postgraduate students at Karnatak University in Dharwad. The use of various search algorithms for efficient information retrieval is also found to be poorly understood by students, and only a small percentage of respondents are aware of copyright concerns. Kayaduman, H., & Battal, A. (2020) conducted a correlational study that looked at the relation between UGstudents' perceptions of distant learning and digital literacy andconcludedthat If students havehigher digital literacy skills, their perceptions of distance learning might improve. Alternately, as students'digital competence decline, their perceptions of distance learning alsodecrease. KARAKIŞ, Ö. (2022) organized a study where online learning motivation factor was used to analyse the digital literacy of university students enrolled in distance learning programmes during the Covid-19 epidemic. It was discovered that there is a statistically significant association between the students' motivation levels for online learning and their levels of digital literacy.

SIGNIFICANCE OF THE STUDY

As the information explosion advances, tens of thousands of new and updated informational resources are posted online every day. Millions of users are drawn to the range of user-friendly and easy-to-use interfaces that online search engines offer. However, there are questions regarding the authenticity and reliability of information found online. Distance learners have limited access to instructors who can help them work in a digital environment that does in fact require IL skills. In this study, we therefore sought to identify the IL competencies of distancelearners of University of Jammu to find, recognise, collect, and assess information from various electronic sources.

OBJECTIVES OF THE STUDY

  • To determine awarenessof concept of digital Information literacy among selected distance learners.
  • To determine awarenessand use of library services by selected distance learners.
  • To assess the IL competencies among distance learners to search, identify, obtain, and evaluate information from multiple sources.
  • To identify thechallenges faced by distance learnerswhen utilising electronic resources.

SCOPE AND LIMITATION OF THE STUDY

Thestudyprimarily focusonto determine theabilities of distant learners ofUniversity of Jammuin order to find, recognise, gather, and evaluate information from diverse electronic sources. This study is limited to assessing the Information literacy skills in digital environment among the distance learners of University of Jammu only because of time constraint. The sample of this study covers 162 distance learners enrolled in different courses at University of Jammu, Jammu.

RESEARCH METHODOLOGY

This study used a survey research method to collect data from distance learners ofUniversity of Jammuin order to assess their Information literacy skills in electronic environment. The major tool for gathering data was a questionnaire, and the data collected were analyzed using percentages, tables & charts.The major findings obtained from this analysis are discussed below:

  1. Distribution of Respondents by Gender:

According to Table 1, 162 responsesfrom distance learners were received, of which 99 (61.1%) were submitted by women and 63 (38.9%) by men. In distance education, female students outnumber male students, according to study results.

DescriptionFrequencyPercentage
Male6338.9%
Female9961.1%
Total162100.00%

Table 1 showing distribution of Respondents by Gender

  1. Frequency of visiting the Library:

Table 2 and Figure 1 indicate that majority of distance learners 54 (33.3%) rarely


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visit their library, 38 (23.5%) of them visit library once in a month and 38 (23.5%) visit library once in a week. 25 (15.4%) of respondents visit library daily whereas 7 (4.3%) of them never visit library.

Therefore, it is concluded that the majority of distance learners rarely go to the library, however some do so on a weekly or monthly basis. Only a small percentage of respondents visit libraries regularly, and a smaller percentage never do.

Table 2 showing frequency of visiting the Library

DescriptionFrequencyPercentage
Daily2515.4%
Weekly3823.5%
Monthly3823.5%
Rarely5433.3%
Never74.3%

358img01.pngFigure 1 showing frequency of visiting the Library

  1. Awareness regarding concept of Digital Literacy:

Table 3 and Figure 2 depict that majority of the respondents 126 (77.7%) are aware of the concept of Digital literacy whereas few 36 (22.2%) lack awareness regarding it.

This leads to the conclusion that while the majority of distance learners are aware of what digital literacy is, there are still some who need to be informed about it.

ResponseFrequencyPercentage
Yes12677.7%
No3622.2%
Total162100.00%

Table 3 showing awareness regarding concept of Digital Literacy

358img02.pngFigure 2 showing awareness regarding concept of Digital Literacy

  1. Awareness regarding services and resources library offers:

Table 4 and Figure 3 show that 132(81.5%) of respondents are aware of the resources and services their library provides, while only 30(18.5%) respondents are not.

This suggests that although if the majority of distance learners are aware of the resources and services their library offers, there are some who still need to be made aware of them.

ResponseFrequencyPercentage
Yes13281.4%
No3018.5%
Total162100.00%

Table 4 showing awareness regarding services and resources library offers

358img03.png

Figure 3 showing awareness regarding services and resources library offers

  1. Preferred Information sources:

Table 5 and Figure 4 indicate that majority of the respondents 130 (80.24%) prefer both print and digital Information sources. Few 15 (9.25%) of them prefer only print materials whereas 17 (10.49%) prefer electronic materials alone.

Therefore, it is concluded


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that most distance learners prefer both print and electronic information formats, whereas only a small number are comfortable using either print or electronic sources.

ResponseFrequencyPercentage
Print159.25%
Electronic1710.49%
Both13080.24%

Table 5 showing preferred Information sources

358img04.png

Figure 4 showing preferred Information sources

  1. Knowledge of utilisingvarious Digital resources (Selected more than one option):

Table 6 and Figure 5 show that out of 162 respondents, 136 (83.9%) have significant knowledge of using the internet, 122 (75.3%) have knowledge of using social media, 111 (68.5%) have knowledge of using e-mail services, 90 (55.6%) have knowledge of using image/visual materials, 86 (53.1%), have knowledge of using audio materials, and 71 (43.82%) have knowledge of using the OPAC in the library. Only 61 (37.5%) of respondents knew how to use library e-services.

It is determined that distance learnersknow little about using the library's OPAC or using its electronic resources andservices.

ResponseFrequencyPercentage
Image/Visual Materials9055.6%
Audios8653.1%
Use of Internet13683.9%
Social media12275.3%
e-mail11168.5%
OPAC7143.82%
Library e-services6137.65%

Table 6 showing knowledge of utilisingvarious Digital resources

358img05.png

Figure 5 showing knowledge of utilisingvarious Digital resources

  1. Different strategies usedfor searching up information online:

Table 7 and Figure 6 show the search methods and techniques employed by distance learners to find information. Of the respondents, 112 (69.1%) use simple keywordsearch techniques, 28 (17.28%) use field search, 16 (9.87%) use Boolean operators, and 6 (3.7%) are unaware ofsearchinginformation online.

It was found that most of the respondents were unaware of the numerous search mechanisms available for efficient information retrieval. The majority of survey participants simply know basic search techniques.

ResponseFrequencyPercentage
Simple Keyword search11269.1%
Boolean search (AND, OR, NOT)169.87%
Field search (Author, Title, URL)2817.28%
Don’t know63.7%

Table 7 showing different strategies usedfor searching up information online

358img06.png

Figure 6 showing different strategies usedfor searching up information online

  1. Knowledge/skills necessary to search, access, evaluate and use information online (Selected more than one option):

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Table 8 and Figure 7 show that out of 162 respondents, 137 (84.6%) are most likely to have knowledge or abilities related to searching for information online, 81 (50%) are familiar with how accessinformation online, and 86 (53.1%) are knowledgeable about how to use information effectively. 53 (32.7%) of the respondents have knowledge of evaluating the information they seek for.

Therefore it is concluded that majority of distance learners are capable of searching for the necessary information online, but they lack the ability to evaluate it.

ResponseFrequencyPercentage
Searching information13784.6%
Accessing information8150%
Evaluating information5332.7%
Using information8653.1%

Table 8 showing skills necessary to search, access, evaluate and use information online

358img07.png

Figure 7 showing skills necessary to search, access, evaluate and use information online

  1. Areas demand for an Information literacy programme (Selected more than one option):

Table 9 and Figure 8 show thetypeof options suggested by the respondents regarding the areas where an information literacy programme is needed, 111 (68.51%) respondents need training in using an OPAC, 107 (66.04%) respondents need training in using online information sources, 96 (59.25%) respondents need training in using digital libraries and71 (43.82%) respondents need training in formulatingvarious search strategies. 17(10.49%)of the respondents require instruction in finding, evaluating, and utilising relevant print information sources.

ResponseFrequencyPercentage
Use of Print resources1710.49%
Use of Online Information resources10766.04%
OPAC11168.51%
Digital library9659.25%
Search strategies7143.82%
Other7043.20%

Table 9 showing areas demand for an Information literacy programme

358img08.png

Figure 8 showing areas demand for an Information literacy programme

CONCLUSION

The prerequisite for the knowledge society is information literacy. Information literacy skills serve as the foundation of academic institutions in the digital age, which are making significant contributions to the research being done to make this world Information literate. We all know that distance learning is one of the best options offered to learnerswho, for a variety of reasons, are unable to devote their timeto takeregular courses. The results of the data analysis show that femalesregisteredin distance learning programmes areat greater percentagethan males do. It was determined that very few learners regularly visit the university'slibrary and most of them rarely make use of libraries or their resources. The study also revealed that the majority of respondents are aware of the terms "digital literacy" and "library e-services," whereassome respondents are not. Maximum distance

learners favour both print and electronic information formats, but they arenot familiar with the use oflibrary's OPAC or other electronic resources and services. Further, the majority of them lacked the skills necessary to critically evaluate the information they accessed online and were unaware of the various search techniques that are available for effective information retrieval. Lastly, the study revealed several options recommendedby the respondents regarding the subject areas in which an information literacy programme is required andstated that theyneeded


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instruction in using an OPAC, online databases, digital libraries, and formulatingdifferent search techniques.

SUGGESTIONS

The following suggestionsare given based on primary data to improve the information literacy skills among the distance learners of University of Jammu and other parts of the world:

  • There is a need to spread information literacy skills more widely among distance learners because many of them are unaware of the advantages it can provide.
  • To foster the skills necessary for utilising library digital resources and services, proper workshops, courses, and training programmes should be organised for distance learners.
  • It is necessary to provide the appropriate fundingto support administrators in imparting IL skills among distance learners througha number of initiatives.
  • Better rules and policy-making are required in order to provide services to all student communities who are enrolled in distance or online learning especiallyfrom remote areas.
  • More research and studies need to be conducted in this rapidly expanding field to gain a better understanding of how information literacy competencies can be taught to students using a blended approach, using bothonline and offline learning platforms.

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