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oai:openscholar.dut.ac.za:10321/46662025-04-03T01:09:27Zcom_10321_1col_10321_4

Digital literacy instruction in academic libraries in KwaZulu-Natal Khumalo, Amahle Rajkoomar, Mogiveny Rajagopaul, Athena Digital literacy Subject librarians Digital skills Academic libraries Information literacy Computer literacy--Study and teaching (Higher) Academic libraries--South Africa--KwaZulu-Natal Academic librarians--South Africa--KwaZulu-Natal A dissertation submitted in fulfilment of the requirement for the Master of Management Science in Library and Information Sciences, Durban University of Technology, 2022. Information and Communications Technologies (ICTs) has become an integral tool in enhancing library services worldwide. ICT can be used as a tool for acquisition of digital literacy skills. The use of ICT in digital literacy education can enhance students’ digital literacy skills, which are deemed as critical in a technologically orientated society. Therefore, this explanatory sequential mixed methods study examined the extent to which Subject Librarians in academic libraries use ICTs in digital literacy instruction. The objectives of this study were to ascertain ways in which Subject Librarians use information and communication technologies for digital literacy instruction in academic libraries in KwaZulu-Natal. The study further sought to reveal whether Subject Librarians possess digital literacy skills necessary for digital literacy instruction in academic libraries. The target population for this study was Subject Librarians in traditional universities and universities of technology in KwaZulu-Natal Province, South Africa. The online survey was administered to a total of 58 Subject Librarians. As a result of an explanatory sequential, follow-up interviews were conducted with the intention of getting richer and indepth information on the use of ICT in digital literacy instruction and develop a clearer picture and understanding of digital literacy instruction in academic libraries. The findings of this study revealed that Subject Librarians use ICTs for digital literacy instruction in various ways. Almost all the respondents were in agreement that computers, projectors, PowerPoint presentations, interactive white boards and various learning management systems are to a very large extent seen as best ways of using ICTs for digital literacy instruction. While the use of various Learning Management Systems was deemed as the most effective way through which Subject Librarians use ICTs for digital literacy instruction; the findings further revealed a lack of adequate digital literacy skills among Subject Librarians. This, therefore compromises their ability to provide relevant digital literacy skills’ training. The findings suggest that Subject Librarians need more training in the proper use of ICTs in digital literacy instruction. Digital literacy is increasingly considered an essential survival skill and a fundamental life skill in the 21st century. If Subject Librarians are digitally literate, and trained to use ICT, then they will be able to provide creative and adequate digital literacy skills for students to enable them to locate resources of desired information efficiently and effectively. National Research Foundation (NRF) M 2023-03-15T12:36:18Z 2023-03-15T12:36:18Z 2022-12-01 Thesis https://hdl.handle.net/10321/4666 https://doi.org/10.51415/10321/4666 en 220 p application/pdf