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Information and digital literacy: A stumbling block to development? A Pakistan perspective
Abstract
Purpose
– The paper aims to explore the overall state of information and digital illiteracy (IDL) in developing countries and how it hampers the growth of individuals and nations. The case of Pakistan is to be used as an example to illustrate the endemic state of poor information and digital literacy. It also aims to discuss the general drawbacks to effective IDL in developing Asian countries.
Design/methodology/approach
– To achieve the objectives of the study, the literature review and result of Pakistan‐based surveys are used to indicate the state of IDL among university students and faculty in one country while integrating these findings with discussion.
Findings
– It was found that in Pakistan, as elsewhere, IL/IDL practice and training are not the norm in libraries or in education; they are not operational priorities. The low level of IL/IDL among the educated classes contributes to the status quo of information illiterate citizens. It also establishes that becoming “critical consumers” of information is essential for personal and national empowerment.
Originality/value
– The study explores the overall status of IDL in the developing countries using case of Pakistan as example. It suggests conducting local research on contextually relevant literacies and IL/IDL. The paper invokes the appreciation for making IL/IDL an integral part of learning programmes at all levels.
Supplementary resource (1)
... Respondents also mentioned that they were proficient in digital content. However, since the analysis was conducted among participants, it is likely that their digital knowledge skills were enhanced as a result of their participation in research activities; however, other studies from Pakistan (Ameen & Gorman, 2009;Rafique, 2014) disagree this. Pinto et al. (2014) investigated e-book reading among university students in Spain. ...
Purpose: The purpose of this study was to investigate factors influencing postgraduate students' reading trends at university libraries in Islamabad as well as students' reading trends and their effects on academic achievement. Methodology: To accomplish the study's objectives, a quantitative research technique was used, and a survey based on a questionnaire was undertaken. For the purpose of gathering information from the respondents, a structured questionnaire was created. Data was gathered from the libraries of Islamabad-based HEC-recognized universities using a purposive sampling technique. The survey received 129 responses from users of the 16 libraries. Findings: This study reveals that respondents like to read electronic documents rather than paper-based materials. They read for multiple purposes, including academic assignments and course work, self-development, preparation for exams, and to improve their ability in spoken and written English language communication. The study also reveals that respondents get good grades due to reading, expressing themselves well in class, can make assignments easily, makes them feel proud, and reading newspapers increases their awareness level. The study also reveals that social networking sites like Facebook, WhatsApp, Twitter, and others, as well as time spent watching TV and playing video games, have a detrimental impact on the reading trends of postgraduate students in Islamabad. Originality: This is the first study of its kind conducted in the territory of Islamabad. Therefore, its findings can have a significant impact on the readers.
... The benefits of digital literacy include improved access to information and resources, increased efficiency in communication, and the ability to participate in the digital economy (Ukwoma, et al., 2016;McDougall, et al., 2018). Shortcomings include the risk of digital exclusion the danger of being vulnerable to cybercrime, lacking the necessary skills and knowledge to effectively navigate and utilize digital tools, platforms, and resources, limited access to information, and poor online etiquette (Ameen & Gorman, 2009;Radovanovic, et al., 2015). ...
This book chapter proposes a framework for implementing STEM learning technologies to help students develop the 21st-century skills they need to succeed in the modern world. The framework focuses on four key elements: curriculum, instruction, assessment, and professional development. It also emphasizes the importance of partnerships with the community to provide students with opportunities to apply their skills and knowledge in real-world settings. This framework provides lecturers with a roadmap for integrating STEM learning technologies into the classroom in a way that is effective, engaging, and relevant to the needs of 21st-century students. The framework focuses on addressing the challenges that students face in developing these skills. The chapter outlines a step-by-step approach to implementing STEM technologies , from identifying the specific needs of students to evaluating the effectiveness of the technologies. It also discusses the importance of a collaborative approach, involving students, lecturers, and other stakeholders in the implementation process.
... Digital competence today transcends technical proficiency, encompassing a broad spectrum of cognitive, emotional, and social competencies necessary for effective problem solving and functionality in digital contexts (Ameen & Gorman, 2009;Eshet-Alkalai, 2004). The work of van Deursen and van Dijk (2010) expands on this by categorizing digital skills into operational, formal, informational, communication, content creation, and strategic skills, each highlighting the complexity of digital competence. ...
ackground/purpose. The integration of ChatGPT at Ho Chi Minh City University of Technology and Education (HCMUTE) aims to transform teaching and learning dynamics. This research evaluates ChatGPT’s impact on student learning behaviors, exploring its potential to enhance educational outcomes while addressing ethical concerns.
Materials/methods. A mixed-methods approach was used, involving 73 first and second-year students from HCMUTE selected through stratified random sampling. Data were collected via electronic surveys and semi-structured interviews with 15 faculty members. Quantitative data were analyzed using IBM’s SPSS, while qualitative data were thematically analyzed.
Results. ChatGPT is widely adopted by students for learning and information searches, with many also finding it reliable for academic tasks such as idea generation and assignment completion. However, concerns about overreliance were noted, which may hinder independent thinking and critical evaluation skills. Issues related to academic dishonesty, reduced creativity, and ethical problems such as plagiarism and information security were also identified.
Conclusion. ChatGPT significantly impacts student learning behaviors. Whilst it offers benefits in accessibility and efficiency, its integration requires a balanced approach in order to maximize benefits whilst mitigating risks. This study highlights the need for stringent policies to ensure ethical usage and to promote independent learning. Future research should focus on the long-term impacts of AI tools on educational outcomes and ethical implementation frameworks.
... Increased funding is an essential step towards addressing the challenges faced by public libraries in Pakistan. Ameen and Gorman (2009) suggested that government funding for libraries in Pakistan is inadequate, and increased funding can lead to improvements in library facilities, technology, and training for librarians. This would help libraries better serve their communities and address the challenges they face. ...
Purpose
In the digital age, public libraries are facing numerous challenges, and the Balochistan public libraries are no exception. This study aimed to identify current digital trends adopted by the public libraries in Balochistan and to find out about challenges and potential solutions regarding digital trends from library users.
Design/methodology/approach
A quantitative study was carried out and data were collected through the survey method, employing a structured questionnaire. The target population consisted of 17,953 users of 17 public libraries in Balochistan. A sample of 510 users both male and female was selected by using random sampling technique from the target population.
Findings
The analysis revealed that patrons of public libraries are dissatisfied with the services offered, as they now require access to new digital trends such as fast Internet, download facilities, unlimited content on numerous resources, Wi-Fi, online reference services, universal accessibility and user-friendly interfaces. Unfortunately, public libraries in Balochistan are still lagging in terms of development. The study recommended that public libraries in Balochistan should develop and implement digital services, increase access to digital resources, hire professional librarians, professional development and collaborate with other libraries.
Originality/value
The study’s findings can assist in improving public library services and granting patrons access to current information and resources in Balochisthan and other developing countries. This study’s originality stems from its use of a quantitative survey approach to gather data from 17 public libraries in Balochisthan and provide a comprehensive view of the digital challenges they face. The study’s focus on digital tendencies is relevant in today’s world, where technology is rapidly changing the way, we access and consume information.
... There needs to be more literature highlighting the importance of workplace information skills. A substantial amount of local literature focused on IL in the context of higher education (Bhatti, 2012;Mehmood, 2013;Rafique, 2014;Zulfiqar, 2016); the school sector (Batool, and Mahmood, 2016); medical libraries (Ullah and Anwar, 2013;Ullah and Ameen, 2014;Ullah and Ameen, 2016); and media and digital literacy (Ameen and Gorman, 2009;Hussain et al., 2021;Mahmood, Batool, Rafiq, Safdar, 2021). ...
Purpose
The study aims to develop a validated scale to measure the workplace information literacy (WIL) skills of Quality Enhancement Cell’s staff based on the i-skills model.
Design/methodology/approach
To develop scale, a multi-stage scale development procedure was adopted. The comprehensive WIL scale was developed and validated in four phases. The first phase involved reviewing literature, content and face validity through experts. In the later stages, through survey method, the construct validity was tested with the application of the exploratory factor analysis and principal component analysis. The scale reliability further calculated through Cronbach’s alpha internal reliability coefficient. The SPSS was used to test and validate the designed scale.
Findings
A multi-dimensional, reliable 62-item scale classified into eight factors was developed. Results indicate that the designed scale achieved internal, face, content, construct validity and reliability. The refined scale has the potential to be used in similar context, however, can be modified for diverse contexts and situations.
Originality/value
To the best of authors’ knowledge, this is the first validated scale of WIL based on the i-skills model. Looking at the prior developed scales, this tool is unique in nature to focus on the skills of administrative staff.
... The advent of the literally World Wide Web (in conjunction with the earlier promise of computer-mediated learning) initially inspired very large claims around a promise in digital ICT mass education that has met with serious obstacles (Aker and Mbiti 2010;Hafkin 2003), especially in terms of unequal access by women, the poor, and isolated or rural areas away from centersaccess inequalities that persist across all types of ICTs (i.e., personal computers, laptops, other digital devices, and mobile phones) (Ma 2017;Dixon et al. 2014;Kimbrough et al. 2013;Hafkin 2000Hafkin , 2003Bello-Bravo et al. 2021b). Nevertheless, ICTs and consequent digitalization constructs (like information literacy and digital literacy) are now reflexively assumed and included as part of messaging generally and educational messaging specifically (Reddy et al. 2020;Byfield et al. 2015;Bunker 2010), despite the obstacles and access barriers (Ameen and Gorman 2009;Tata and McNamara 2018). ...
While the primary and secondary effects of the COVID-19 pandemic especially have spurred a new “push” by the United Nations into the four priority development areas of governance, social protection, green economies, and digitalization to achieve (or get back on track) Agenda 2030s Sustainable Development Goals (SDGs), how to most broadly upscale the reach, impact, and empowerment of digitalization efforts to the widest demographics possible is both highly challenging and now represents a significant new research construct. However, very little to no formal work has been done to date on the research construct of ICT-scaling specifically. In this chapter, the authors evaluate the reach of the scant available research for upscaling digitalized ICT educational training. Two key findings are a proposed “phasing” of ICT-scaling and the use of an index to measure the reach of educational animations for the support of the SDGs. Much more work is necessary in this area. Without effective and massively upscaled ICT educational messaging able to reliably secure people’s buy-in to SDG solutions offered by international development efforts, achieving the SDGs themselves (if not simply a future for life on the planet) moves out of reach.
The modern world is the world of digitalization. In the current scenario, despite extraordinary technological and digital advancements, India faces the problem of technology haves and have-nots. Rural people, especially women in India, have significantly lower technology participation rates than urban people, particularly men. Data from 28 states and 1 union territory (UTs) of India were considered which was reported by NFHS 2019-2021 survey report. The key findings reveal that most states in India suffer from the problem of a low digital literacy rate, which is high among rural people and the country's female population. It is not limited only to less developed states but also to new IT states (Karnataka, Tamil Nadu & Andhra Pradesh). The study brings noteworthy implications for the government and other officials to understand the situation at the ground level of states and UTs forming new policies for society's betterment, particularly for the rural and female populations.
Assumptions regarding digital technologies in business schools have become part of the hidden curriculum. It is generally assumed that students have the same levels of access and prior exposure to digital technologies as well as information and digital literacies (IDL) skills. Little attention has been given to the issues of social-digital inequalities and the impact of this hidden curriculum on students from disadvantaged backgrounds. In this study, using a phenomenographic approach, we examine how students from rural, socio-economically disadvantaged backgrounds in Pakistan, experienced digital technologies in the context of a full-time, in-person MBA program. The findings reveal the students initially had an alienating experience of digital technologies which for most transitions to either an engaged or instrumental experience. While the students exercised agency in transitioning from an alienation experience this was as a result of their own effort, time and labor. We conclude that without additional support offered to students from socio-economically disadvantaged backgrounds, the hidden curriculum associated with digital technologies potentially perpetuates, or maintains socio-digital inequalities within management education.
In the increasing digital culture, digital literacy competencies are
necessary for all the people particularly in higher education to deal with sea of digital information available in digital forms. Enormous amount of information is being flooded in the form of consortiums, databases, institutional repositories and subject gateways etc. To understand and negotiate with this changing information landscape, one must possess digital literacy competencies. In view of this, the study has been conducted to know the digital literacy competencies among research scholars of University of Agricultural Sciences, Dharwad. The results of the study indicate that though the respondents are familiar with the use of different digital devices, they are lacking awareness about different sources of information available in the electronic form.
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Information literacy (IL) is the set of skills and knowledge that allows us to find, evaluate, and use the information we need, as well as to filter out the information we don’t need. IL skills are the necessary tools that help us successfully navigate the present and future landscape of information. Information and technology affects every person in every possible setting—work, education, recreation. This paperoffers an overview of IL focusing on three contexts for successful IL learning and teaching: (i) the information process itself, (ii) technology in context, and (iii) implementation through real needs in real situations. The author covers conceptual understandings of IL, the range of IL standards and models, technology within the IL framework, and practical strategies for effective IL skills learning and instruction in a range of situations.http://dx.doi.org/10.14429/djlit.28.2.166
The paper focuses on enquiring the information needs and Information seeking behavior of Science and Technology (S&T) teachers of the University of the Punjab (PU). Their preferences regarding various formats of information sources (printed and electronic) and importance of formal and informal sources have been explored through quantitative survey. Self-completion questionnaire was used to reach whole population of institutions/colleges/departments of all Science and Technology faculties. Findings reveal: both libraries and e-resources are playing important role in meeting respondents' information needs; direct access to e-sources has slightly decreased the number of their visits to departmental and central libraries; and faculty spend comparatively more time on searching web sources than print sources.
This chapter discusses the digital divide from the perspective of education and culture and highlights the forms in which the problem is presented in Brazil, understanding that it is not exclusive to this context. Given the complex challenges to digital inclusion in the context of globalization, the chapter emphasizes that for children and young people to be able to appropriate new technologies and languages in a significant manner, the promotion of digital literacy should be realized with respect to the concept of multiliteracies. Digital inclusion means much more than access to technologies and is understood as one of the fronts in the struggle against poverty and inequality. The authors propose that the understanding of the digital divide be enriched with the valorization of cultural mediations in the construction of digital literacy. In this sense, a culturalist perspective of media education can promote digital inclusion that is an experience of citizenship, belonging, and critical and creative participation of children and young people in the culture. Purchase this chapter to continue reading all 31 pages >
Depuis la session universitaire de 1998/1999, le cours de formation a l'usage de l'information donne a l'Universite de Malaisie a ete rendu obligatoire pour tous les etudiants en premiere annee de licence. C'etait la premiere fois que les etudiants malaisiens a l'universite etaient tenus de suivre avec succes un cours officiel de formation a l'usage de l'information pour pouvoir obtenir leur diplome. Tous les bibliothecaires sont impliques dans l'enseignement des aptitudes a utiliser l'information, mais sont confrontes a l'ignorance et a l'indifference de certains membres du personnel universitaire et de certains etudiants, qui remettent en cause la credibilite universitaire d'un cours donne par des bibliothecaires. Un diplome international de formation a l'usage de l'information (International Information Literacy Certificate ou IILC) propose par l'IFLA (International Federation of Library Associations and Institutions) constituerait une reference internationale pour mettre en place un cours aux aptitudes a utiliser l'information, une formation et des tests uniformises. Grâce a cette accreditation internationale, le personnel universitaire aurait plus confiance dans la qualite et l'importance d'un cours de formation a l'usage de l'information permettant d'ameliorer les capacites d'apprentissage de leurs etudiants. L'IFLA devrait convier l'UNESCO a s'associer a cette initiative IILC.
En se fondant sur la constatation generalement faite comme quoi les modeles traditionnels de developpement n'ont pas donne sur le long terme les resultats positifs attendus, cet article argumente en faveur d'une nouvelle approche du developpement, axee sur la durabilite et l'acquisition d'aptitudes, afin d'augmenter la capacite des personnes a participer pleinement a la vie economique, sociale et politique dans leur propre societe. Suggere que l'un des principaux obstacles a la durabilite est la societe d'information et ce qu'elle represente, a savoir un volume croissant d'informations et des technologies informatiques de plus en plus sophistiquees. Cela contitue un obstacle en raison du chomage en decoulant, des atteintes a la vie privee et de l'accroissement des differences entres les riches et les pauvres, entre ceux qui ont tout et ceux qui n'ont rien. Le fosse creuse entre eux ne se situe pas tant au niveau de l'acces aux donnees numeriques qu'au niveau de la formation. La technologie n'est donc pas la seule solution pour combler ce fosse ; il faut aussi pouvoir comprendre, filtrer, evaluer et utiliser les informations, a savoir disposer d'une formation a l'usage de l'information. Par consequent, en vue d'un developpement durable, c'est la formation a l'usage de l'information qui doit devenir une priorite, plutot que la technologie. L'article conclut en indiquant comment les sections regionales de l'IFLA (International Federation of Library Associations and Institutions) peuvent encourager cette prise de conscience.
The prevailing models of information literacy education (ILE) are contextually grounded in Western social and intellectual structures. For the most part these models follow the taxonomy developed in the 1950s by Bloom, which has been adopted as appropriate for developing societies without considering the contexts from which they are derived, and in which they are being applied. For ILE to be meaningfully embedded in the educational fabric of a developing country, it is important to take account of a range of contextual variables that affect how and why individuals learn. Focusing on ILE through the lens of cultural contextuality, this paper addresses three questions in relation to ILE in developing countries: How do we define information literacy in a developing country context? How do we best determine the educational objectives of information literacy education in a developing country context? How can cultural awareness improve information literacy education?