Assessing information literacy competency of Arts faculty students at the University of Dhaka.
Islam, Maidul ; Rahman, Anisur
Introduction
Digitized information, networked world and Information and
Communication Technologies (ICTs) have become necessities in order to
stay abreast in the current globalized knowledge based society. Present
society has been transformed by the rapid development and diffusion of
information and ICT in to fields such as education, business health,
agriculture and so on. That is why today's society is increasingly
being called an 'information society' and we are witnessing an
unprecedented increasing on the production of information all over the
world. This enormous growth of information is also posing numerous
challenges in our personal and professional life, because over abundance
of information may lead to confusion in the information-seeker's
mind while deciding which information is going to be useful or not
(Bruce, 2004). The process of identifying and selecting information has
become complex. It becomes more difficult for information seekers to
carry out a successful quest for his desired information. It is thus
important to explore various information policies and standard
concerning information access and use. This realization has leaded to
appear the term 'Information Literacy (IL)' which has very
significant implication for today's knowledge based society. IL is
also important in higher education as universities prepare people for
professional carries and help to enter and adopt of all branches of
knowledge. IL enables individuals to participate with greater
understanding in community affairs (ANZIL, 2004). The 21st century has
brought enormous in higher education throughout the world as a result of
new information and technological developments. For students, IL
competencies would facilitate independent and authentic learning rather
than independence on the teacher to provide answers to questions or
problems that they are faced with. But as a developing country in
Bangladesh there is a little awareness about the concept of IL and its
impact (Salam and Islam, 2009). This study tries to assess the
perception of IL among the Arts faculty students at the University of
Dhaka.
Background of the study
University of Dhaka was established in 1921 under the Dacca
University Act 1920 of the Indian Legislative Council, it is modeled
after British universities. Academic activities started on July 1, 1921
with 3 faculties, 12 teaching departments, 60 teachers, 847 students and
3 residential halls (Dhaka University Academic Calendar, 2012). Now the
number of students and teachers has risen to about 35,589 and 1,830
respectively (Dhaka University Convocation Prospectus, 2014). There are
thirteen faculties and Arts faculty which was established in 1921, one
of the largest faculties of the university, consists of sixteen
Departments. Four research journals, two in Bengali and two in English
are published every year from the Faculty (Dhaka University Prospectus,
2012). The academic activities of these departments are conducted by the
Faculty of Arts.
Objectives of the study
The exercise of information for research is a significant basis for
academic progress. The prime aim of this study is to assess Information
Literacy Competency (ILC) of the Arts faculty students at the University
of Dhaka and to determine their strengths and weaknesses. The objectives
are to:
* measure the IL competencies and examine the views of Arts faculty
students at the University of Dhaka;
* determine the ICT based IL and explore the perceptions on IL of
the Arts faculty students;
* find out the information seeking strategy and explore the
readiness of the faculty to taken on an enhanced role in awareness of IL
education of the students of Arts faculty; and
* identify the problems and developed a series of recommendations
to enhance IL activities of the students of Arts faculty.
Review of relevant research
The independence of Bangladesh was declared on 26 March 1971
following the crackdown by the army on the night of 25 March 1971.
Bangladesh emerged as an independent and sovereign country on 16
December 1971 following a 9-month War of Liberation. After the emergence
of Bangladesh, Dhaka (previously spelt Dacca) is its capital. Literacy
situation in Bangladesh period were held three censuses in 1974, 1981
and 1991. The 1974 census defined literacy as the ability to read and
write in any language. This definition was in conformity with the UNESCO
one accepted throughout the world. The definition of literacy used in
the 1981 census covered only persons of age 5 years and above and
included those who could write a letter in any language. The 1991 census
also defined literacy as the ability to write a letter in any language
but covered persons of age 7 years and above. The effect of change in
definition of literate has been reflected in the literacy rates of
different census years. Literacy rate among people of all ages rose from
17% in 1961 to 24.9% in census year 1991. For the 7 years and above age
group, the literacy rate increased from 26.8% in 1974 to 32.4% in 1991.
In all census periods, the literacy rates were higher among the males
than among the females. The female literacy rate, however, rose
significantly in the 1991 census. It was 16.4% in 1974 and 25.5% in
1991. Urban rural variation in literacy rate is also quite evident in
all census periods. Literacy rates in urban areas are higher than in
rural areas in all census periods (Shuva, 2004).
The independence of Bangladesh generated a new enthusiasm in both
government and private level in efforts to expand literacy and remove
illiteracy. The Bangladesh Constitution of 1972 provides the basis for a
policy on universal primary education. The policy has three components
establishing a uniform mass oriented and universal system of education
extending free and compulsory education to all children and relating
education to the needs of society and removing illiteracy. Keeping in
view the constitutional directives, Bangladesh committed itself to
implement the recommendations of the World Conference on Education for
All (1990), The World Summit on Children (1990) and the Summit
Declaration on Education for All (1993). Primary education was
recognized as the foundation of preparing literate citizens of the
country in all national documents, reports of the commissions and
committees on education. But this stage of education got a momentum only
after the enactment of the Compulsory Primary Education Law of 1990.
Compulsory primary education under this Act was introduced in 1992 in 68
thanas, and all over the country in 1993. Measures such as satellite
schools, community schools and Food for Education Program were taken up
to increase enrolment and decrease dropout. The new primary curriculum
based on terminal competencies was implemented in 1992. These steps
resulted in some improvements in various efficiency indicators of
primary education such as in gross enrolment ratio and the completion
rate and raised the participation of girls in primary education. In
addition to state intervention, from the second half of 1980's, the
government allowed NGOs to experiment with a variety of delivery
mechanisms to cater to the basic educational needs of the disadvantaged
population.
Bangladesh Education Commission Report (1974) shows the number of
adult men and women an illiterate in the country at the time of
independence was 35 million. The Report recommended adoption of
non-formal and mass education programs for them. Accordingly, the First
Five-Year Plan (1973-78) launched a massive functional literacy program
through non-formal education and allocated Tk. 400 million for this
subsector. The Second Five-Year Plan (1980-85) attached high priority to
eradication of mass illiteracy. Side by side the Universal Primary
Education Project, a Mass Education Program (MEP) was implemented in
1980 for people of the 11- 45 years age group. But the program was
abandoned in 1982, when its achievement in terms of the number of people
made literate was an estimated 700,000 against a target of 10 million.
In the Third Five-Year Plan (1985-90) the program was revived with an
allocation of Tk. 250 million and a modest target of making 2.4 million
adults literate by June 1990. Information from the office of the
Integrated Non-Formal Education (INFE) project (former MEP Office) show
that only 27 upazilas were covered in this project out of a target of 71
upazilas. A total of 291,600 adults were made literate in five years. In
the Fourth Five-Year Plan (1990-95) Tk. 235.70 million was allocated.
During the Plan period MEP was continued as a spillover under the
project and total of 367,660 adult illiterates of 11-45 years ago were
made literate. In addition, another new project, Expansion of INFE
Program, was initiated to institutionalize a comprehensive non-formal
education system in the country. The program was implemented in 68
thanas of the country. Moreover, under the aegis of the district
administration a program named Total Literacy Movement (TLM) was started
in 1995 in Lalmonirhat and Bhola districts. It was later extended to 15
other districts. Preparatory work is now under way to extend TLM to 22
more districts. The fifth five-year plan (1997-2002) adopted an
ambitious objective to achieve the goal of education for all (EFA) by
the end of plan period 2002. The major objectives are to increase gross
enrolment in primary schools to 110 percent (net 95%) with particular
emphasis on enrolment of girls and on increasing completion rate of
primary education to at least 75 percent by the year 2002. The fifth
plan also set up some important objectives of mass education consistent
with the overall objectives of achieving the goal of EFA and fulfilling
the educational needs of 30 million adult illiterates. These objectives
are to increase literacy rate of adults (15 years and above) to 80% by
the year 2002, to empower learners with technical skills,
entrepreneurial traits and leadership skills, to empower skills related
to literacy, numeracy and communication, to reduce gender gap in
literacy rates in both rural and urban areas and to develop continuing
education program for neo-literates. (Khatun, 2004).
Information literacy is a set of abilities requiring individuals to
recognize when information is needed and have the ability to locate,
evaluate, and use effectively the needed information (ACRL, 2000).
According to a Literacy Assessment Survey (LAS) conducted by the
Bangladesh Bureau of Statistics (BBS) in 2008, Bangladesh's adult
literacy rate reached 48.8 percent in 2008, 7.3 percent up from that of
2005, as the literacy rate among females for the first time surpassed
that among males. Out of the 48.8 percent literate population, 48.6
percent are male while 49.1 percent are female (Kabir, 2009).
Bangladesh is a developing country where every sort of problems
exists as stated by Pejova (2002). In Bangladesh the term
'Information Literacy' is not a popular one. Peoples are
confused about this term. Recently Information Science Today conducted a
survey on the understanding of IL meaning among students, teachers,
businessman and some other professionals. But the result is a very
frustrating. Around 93% respondent do not know the actual meaning of IL
where 5% give a vague answer and only 2% know about IL and give a
satisfactory answer. These are the real situation prevailing in
Bangladesh. In such situation comprehensive training program is
necessary. First the term should be popularized. Then different
seminars, symposium, conferences should be organized by different
educational institutions. A continuous program should be developed by
government and non-government organization. International cooperation is
must in this regard. Information Science Today has taken a Five years
(2005-2009) plan to popularize the term through posters, books,
seminars, media writing etc. and provide comprehensive training on IL to
mass people, so that they can utilize information to their own needs
properly. To make this plan a successful one throughout the year
Information Science Today will publish different leaflets, posters and
host IL relevant materials on their website and also will conduct IL
relevant training and seminars. No doubt these jobs are not easy at all.
It needs support and cooperation from national and international body.
Thus Information Science Today seeks support from national and
international body. When comparing developed and developing countries
regarding the promotion and implementation of IL, we see that developed
countries have a plethora of IL curricula and syllabi, which is the
opposite of the situation in developing countries (Pejova, 2002). As a
developing country, in Bangladesh there is still largely a lack of
professional and management level awareness on developing strategies for
IL education and there is a severe lack of IL guidelines and standards
in academic institutions. The concept is almost absent in higher
academic institutions and many library professionals do not know the
meaning of IL (Hoq, 2006). In 2009, the Independent University,
Bangladesh (IUB) for the first time arranged an International Workshop
on IL under the patronage of IFLA. The objective of the workshop was
introducing the concept of IL in Bangladesh and other SAARC countries,
providing hands on training on IL, building the capacity of library
professionals in the SAARC regions and making them competent to run IL
program after the training. The target group was library professionals
in Bangladesh and other SAARC countries, but the workshop was not
limited to this region (IUB, 2009). Islam and Tsuji (2010) carried out a
comprehensive work entitled "assessing information literacy
competency of Information Science and Library Management graduate
students of Dhaka University" in which they shown that the IL
competency of Information Science and Library Management (ISLM) graduate
students at the University of Dhaka, Bangladesh, and to determine their
strengths and weaknesses. They also found that students had limited
skills in the area of IL, as it is not discussed extensively in their
academic course curriculum. They urges the incorporation of an IL
program in the course curriculum and more writing, discussion and other
relevant issues that will make the students more information literate.
Presently in Bangladesh many works on IL is going on properly in
both rural and urban areas. With digitization of scholarly publications
and the growth in online delivery, fluency with information technology
requires more than the learning of software and hardware associated with
computer literacy. IL is an intellectual framework for recognizing the
need for, understanding, finding, evaluating, and using information.
These are activities which may be supported in part by fluency with
information technology, in part by sound investigative methods, but most
importantly through critical discernment and reasoning. IL initiates,
sustains and extends lifelong learning through abilities that may use
technologies but are ultimately independent of them (ANZIIL, 2004). IL
program cannot be a successful one in Bangladesh without national and
international cooperation and coordination. On the other hand without
good IL program proper development of a country may be hampered. The
best way to develop IL program in Bangladesh is to call developing
country's organization that are willing to develop IL activities to
come developed countries and get training on IL activities, with a view
to give a guideline to launch IL program in Bangladesh.
Methodology
This study was conducted by the Arts faculty students of University
of Dhaka, Bangladesh. The study employed descriptive research, using a
questionnaire as instrument for eliciting information on IL among
students. A total of 250 questionnaires were distributed randomly, of
which 207 were returned and used for the analysis. Simple percentages
were use. The response rate among the students of Arts faculty is shown
below:
Table 1: Distribution of questionnaire and response rate
among the students of Arts faculty
No. of
SL Name of the respondent
No. department (n=250)
Male Female
1 Bengali 12 8
2 English 15 6
3 History 15 10
4 Islamic History 11 7
and Culture
5 Philosophy 10 7
6 Information Science 16 9
and Library
Management
7 Arabic 8 4
8 Islamic Studies 9 6
9 Sanskrit 6 6
10 Pali and Buddhist 6 4
Studies
11 Persian Language 8 4
and Literature
12 Urdu 7 4
13 Linguistics 10 5
14 Theatre and 8 6
Performance Studies
15 Music 7 4
16 World Religions 8 4
and Culture
Total 156 94
Questionnaires
SL Name of the received and
No. department analyzed (n=207) Response
rate
Male Female (%)
1 Bengali 9 5 70.00
2 English 14 5 90.47
3 History 10 6 64.00
4 Islamic History 11 7 100.00
and Culture
5 Philosophy 8 4 70.59
6 Information Science 16 8 96.00
and Library
Management
7 Arabic 6 3 75.00
8 Islamic Studies 8 4 80.00
9 Sanskrit 6 3 75.00
10 Pali and Buddhist 5 3 80.00
Studies
11 Persian Language 8 4 100.00
and Literature
12 Urdu 7 4 100.00
13 Linguistics 10 3 86.67
14 Theatre and 7 4 78.58
Performance Studies
15 Music 7 4 100.00
16 World Religions 6 2 66.67
and Culture
Total 138 69 83.31
Results
The following were the results from the questionnaire survey
conducted, giving the percentages and number of responses for the
various answers pertaining to each question. Results were presented
under various sections which covers related questions.
The above table shows that out of 207 students, 14 (6.76%) were
from Bengali department, 19 (9.18%) were from English department, 16
(7.73%) were from History department, 18 (8.70%) were from Islamic
History and Culture department, 12 (5.80%)were from Philosophy
department, 24 (11.59%) were from Information Science and Library
Management department, 9 (4.35%) were from Arabic department, 12 (5.80%)
were from Islamic Studies, 9 (4.35%) were from Sanskrit department, 8
(3.86%) students were from Pali and Buddhist Studies department, 12
(5.80%) were from Persian Language and Literature department, 11 (5.31%)
were from Urdu department, 13 (6.28%) were from Linguistics department,
11 (5.31%) were from Theater and Performance Studies department, 11
(5.31%) were from Music department and 8 (3.86%) were from World
Religions and Culture department.
A total of 207 students took part in this study. Among them 138
(66.67%) were male and 69 (33.33%) were female. This suggests an
imbalance between male and female students as information literacy
competency of Arts faculty. The age distribution of students is shown in
Table 3. The largest group of students (158, 76.33%) was comprised of
those in the age group of 21-25 years. The smallest group of students
(15, 7.25%) was aged between 26-30 years.
Table 4 indicates that 32 (15.46%) students were studying in their
first year, 31 (14.98%) students were studying in second year, 37
(17.87%) students were studying in third year, 48 (23.19%) students were
studying in fourth year and 55 (26.57%) students were studying at the
Masters levels. Only 4 (1.93%) M Phil researchers responded to this
survey.
Table 5 indicates the current information need to consult. Only 11
(5.31%) selected the right answer Journals. The results on which source
of information respondents used 40 (19.32%) preferred books as a source
of information, 53 (25.60%) preferred periodical articles as a source of
information, 21 (10.14%) preferred encyclopedia articles as a source of
information, 12 (5.80%) preferred bibliographies as a source of
information, 23 (11.11%) preferred e-resources as a source of
information, 47 (22.7%) don't know. This general reference to the
e-resources by a sizeable number of students indicates that they make
little distinction between the different types of documents available on
the Web (books, encyclopedias, reports, press releases, dictionaries,
articles, etc.). It appears that many people consider the Internet to be
a document type although, in fact, it is a means of disseminating
information much the same as print. This 'all purpose'
approach is hazardous, because the quality, reliability and currency of
information on the Internet vary greatly.
Table 6 indicates that, the best answer is online database because
the search tool that enables one to search for journal articles is the
database. Only 30 (14.49%) of the respondents chose this option. It is
possible to browse the journals in the library journal in the hope of
finding one or more relevant articles, but this does not represent a
particularly efficient search strategy. The library catalogue, does not
index journal articles; this answer is incorrect but was selected by 66
(31.88%) of the students. The 'Other' category was selected by
17 (8.22%) of the respondents. The students mentioned search engines or
Meta search engines such as Google, AltaVista, etc. However, search
engines only provide access to free journal articles on the Internet.
Moreover, they do not allow one to limit a search by document type
(books, articles, advertising, personal sites, etc.), 34 (16.43%) chose
journals, 32 (15.46%) chose web for finding search article and 28
(13.52%) don't know which tool prefer for finding research article.
These results show that very few students entering university are
familiar with online databases despite the fact that they will likely
have to use them to find periodical articles to complete their
assignments. To be successful in their research, students need not only
to be familiar with databases, but also to understand the real
limitations of Internet search engines for finding journal articles.
Table 7 indicates that, 139 (67.15%) students use search engine, 30
(24.49) brows website, 13 (6.28%) use subject portal and 25 (12.08%)
take help other person who knows how to look for information in online.
Table 8 indicates that, while 38 (18.36%) of the respondents
selected the correct answer, (b), and a large percentage 169 (81.64%)
were unable to identify the citation associated with a journal article.
We can assume that if a professor were to ask students to locate
documents using a bibliography, almost two-thirds would have serious
difficulties.
Table 9 indicates that, the percentage of respondents only 47
(22.71%), who chose option an encyclopedia. It indicates that only few
of the students seem to recognize the usefulness of encyclopedias.
Options journal and online database, chosen by 81 (39.03%) of the
students, while not incorrect, do not represent the best answer: a
journal article generally deals with a specific aspect of a topic and
does not provide an overview; a database, is used to retrieve references
to various types of documents, but does not include summaries and it is
followed by 12 (5.80%) don't know. Book, selected by 67 (32.37%) of
the respondents, may provide an introduction to a subject, but often
contains much more detailed information than an encyclopedia and cannot
be used as a quick reference.
Table 10 indicates that, the percentage of respondents 32 (15.46%)
of the respondents recognized that 'library books' cannot be
found using search engines. Although it is possible to find the library
catalogue using a search engine such as Google, search engines do not
enable one to directly access titles within the catalogue. Although
search engines represent many students' first recourse to find
information, the response rate for this question shows that they are
aware that search engines have certain limitations. However, this
question does not enable us to conclude that the students would have
been able to identify the catalogue as the appropriate tool to use to
find library books.
Table 11 indicates that, only 32 (15.46%) of the respondents gave
the right answer, internet guide. 65 (31.40%) search by author, 54
(26.09%) search by article title. The catalogue does not index
individual journal articles, and as a result, one cannot search by
author or by article title. The only access point is the journal title,
a large percentage of the respondents 23 (11.11%) believe that they can
search indiscriminately by journal title, article title, or author.
These results indicate that many students fail to distinguish between
the library catalogue and databases.
Table 12 represents the example of using Boolean operators OR. The
answers were made by using all the Boolean operators. It is observed
from the figure that only 89 (43%) students have rightly measure the
highlighted area OR which is the right query of using operator. It is
apparent that most of the students made wrong query 47 (22.71%) +
operator, 9 (4.35%) NOT operator, 30 (14.49%) AND operator and it is
followed by the number of 32 (15.46%) don't know. However the ratio
represents that most of the students 67% do not understand the query
formulation through Boolean operator.
Table 13 indicates that, only 20 (9.66%) of the respondents are
familiar with the bibliography as a tool for finding other documents. 45
(21.74%) indicate glossary, 95 (45.89%) indicate index and 19 (9.18%)
indicate table of contents that is wrong. However, 28 (13.53%) does not
know what a bibliography is. It should be noted however, that while this
question rates students' understanding of the bibliography as a
tool, it does not show to what extent they use it.
Table 14 indicates that, only 35 (16.91%) of the respondents chose
the right answer by subject, that is they would search the subject field
to look for documents about an author, 51 (24.64%) of the respondents
chose by title, 35 (16.91%) of the respondents chose by publisher, 21
(10.14%) of the respondents do not have any concept to find the
document. The answer search by author, selected by 65 (31.40%) of the
students, will find texts written by Kabi Jasimuddin but not documents
about him. This question was not particularly difficult, but did not
have a high success rate. Students must know how information is
structured and indexed in a search tool, be it a catalogue, database or
search engine.
Table 15 indicates that, the respondents could circle more than one
answer for this question. The only valid choices were (a) and (d), as
the books and journals available in the library are indeed indexed in
the catalogue. Just 54 (26.09%) and 59 (28.50%) of the respondents
selected only these two options. Among the other respondents, some
demonstrated a partial knowledge of what a catalogue contains: 23
(11.11%) selected (b), 'All the titles of the books available on
the market'. The fact that, 32 (15.14%) circled (e) 'None of
the above' and 19 (9.18%) circled (f), 'Don't know',
is also noteworthy.
Table 16 indicates that, 80 (38.64%) of the respondents selected
the three answers that characterize the scholarly journal: (b), (c) and
(d). In selecting only one or two of the three valid criteria (b, c, d),
alone or with an invalid answer, (a) or (e), most of the students
demonstrated a partial understanding of the characteristics of the
scholarly journal. 95 (45.89%) chose (f), don't know. In a context
where the importance of critically assessing information is emphasized,
it is important that students be familiar with this characteristic of
the scholarly journal and that they be made aware that most other types
of documents do not share it.
Table 17 compares the levels of understanding of the information
literacy concept among Arts Faculty students in the University of Dhaka.
At the onset, it is observed that 75 (36.23%) students do not know the
actual meaning of information literacy. On the other hand only 22
(10.63%) Students have clear concept on information literacy and it is
followed by 65 (31.40) who have heard, read but do not understand about
information literacy. It is also revealed that 45 (21.74%) students have
vague concept which means they know about information literacy but the
concept is wrong. In conclusion it is showed that majority of the
students 78% do not have the concept of information literacy as only 22%
have the clear concept.
Table 18 indicates that, on the question of understanding the term
'information literacy' which had various options for answers,
information literacy is the ability to find and use information and the
keystone of Lifelong learning by 11 (5.31%) of the respondents and also
as Information literacy is the understanding and set of skills necessary
to carry out the functions of effective information access, evaluation
and application is an essential component of any general education
program by 32 (15.46%) of the respondents. Other responses were as
follows: Information literacy is the ability to recognize the extent and
nature of information need, then to locate, evaluate and effectively use
the needed information 36 (17.39%), answer a, b and c correct by 33
(15.94%) and majority of the students 95 (45.89%) do not know about of
information literacy. Respondents were also given an option to state any
other understanding of the term which was not among the predefined
responses. Out of this, information literacy is said to be an activity
for the development of skills and know-how, not the skills themselves or
activities.
Table 19 indicates that, most of the respondents described an
information literate person as someone who critically analyses
information--able to identify, retrieve 25 (12.08%). Again, they
indicated that information literate person knows all the Information
Retrieval Technology 24 (11.59%). However, 25 (12.08%) of the
respondents indicated that information literate person always deals with
information and evolves. Answer all of the above correct by 38 (18.36%)
and majority of the students 95 (45.49%) do not have the concept of
information literate person.
Table 20 indicates that, almost all of the respondents agreed that
information literacy education and training courses should be included
in graduate programs 188 (90.82%), others were not in agreement 9
(4.35%). Various reasons were given their answers as to whether
information literacy education and training courses should be included
in graduate programs or not. This represented 10 (4.83%) of the
responses.
Table 21 indicates that, 48 (23.19%) recommend that the department
should immediately start information literacy program, 55 (26.57)
recommend that department need to start user education training program,
31 (14.98%) recommend that department need more trained and skilled
library personnel in seminar library, 31 (14.98%) recommend that
department information literacy guidelines for the student and 16
(7.73%) they have no comments about improving information literacy
situation in their department.
Discussion, recommendations and conclusion
The research aimed at examining graduate students' views about
information literacy in an effort to have a better understanding of how
graduate students relate information literacy to their academic work or
research and also to find out which sources of information graduate
students prefer and additional sources they consulted for information
for their academic work or research. Following the analysis of data
collected through a questionnaire survey, the following discussions were
made in a view of relating the findings to other studies or available
information the researcher came across during the review of literature.
In general, the information literacy competency of Arts faculty student
is not in a good position. As we said that at present information
literacy course curriculum is not available in the Arts faculty syllabus
that is why it is apparent that most of the students are not competent
and needs to develop their competency. In the context of what has been
learnt in the department, it has become clear from the syllabus that
there is a need to add more and more information literacy courses in
their syllabus. Many of the students expressed their opinion that the
present syllabus does not cover all of information literacy. During the
study it is showed that the subjects that have the biggest effect in
increasing the students' information literacy capability are:
information sources and services, bibliographic services, information
organization, thesaurus, bibliographic instruction, information
retrieval technique, internet studies are covered by their existing
syllabus. It is appeared that knowledge needed for increasing
information literacy capability such as how to access to information,
when information is needed and using advance level search formulations
are not discussed in the present syllabus.
Many advocate of integrating IL program with the academic
curriculum of educational systems in Arts faculty at the University of
Dhaka. The problems facing to extend IL programs considering experiences
need to carefully look into the following problems and constraints:
* Lack of awareness: In Arts faculty at the University of Dhaka,
there is no section for improvement where awareness and understanding of
IL is concerned. Respondents' exposure and training in IL is
generally low regardless of Arts faculty students. Besides these lacks
of proper training facilities and trained lack of competence development
programs for Arts faculty students are staying behind in IL education
readiness.
* Lack of concept: There have a lack of the importance of IL in
library and information services, in absence the concept and
indifferences IL programs.
* Absence of IL course curriculum in syllabus: There is an acute
scarcity of IL courses in the curriculum of the Arts faculty as well as
the whole university curricula for the students except the Department of
Information Science and Library Management.
* Inadequate ICT facilities in the Arts faculty: In case of
adequate ICT facilities, the students of Arts faculty are not getting
sophisticated ICT facilities. There are not adequate computer labs and
other ICT facilities for each department in the Arts faculty.
* Absence of IL in education policy: In the education policy of the
university as well as the education system in Bangladesh, there is an
absence of IL in education policy.
* Lack of initiative by the authority: There have a lack of taking
initiative by the University authority as well as the Arts faculty to
improve IL of the Arts faculty students.
* Insufficient budget: Lack of sufficient budget is the main
problem for improving the IL of Arts faculty students.
In term of human resources, the IL program is threatened by the
poverty, low level of development, low literacy rates, high cost of
education and books, inadequate infrastructures and poor reading habits
were also perceived as threats to IL programs implementation in Arts
faculty at the University of Dhaka.
In the light of the experiences gained from the mentioned issues,
the following recommendations are made for increasing IL competency of
Arts faculty student at the University of Dhaka. This study has given a
detailed account of IL and provides a good understanding of what needs
to be done at present in this regard. Despite of the obvious challenges
faced Arts faculty students; there are also important opportunities for
improving on what we can do now. There can also be no doubt that if the
Arts faculty authority slowly but surely takes the immediate steps, they
will be able to create self-sufficient and information literate students
who can make meaning full contributions to the society. The orientation
programs will be compulsory for all Arts faculty students and are
usually held at the beginning of every academic year or semester.
Throughout the year, all departments of Arts faculty will organize other
programs with the aim of familiarizing the students with the various
tools available within the libraries or others way. Special programs may
be organized for the Arts faculty students who are embarking on research
projects or academic exercises with the aim of preparing them for the
research. The following recommendations can be made to improve IL
activities in Arts faculty:
* Building awareness program: A massive awareness raising campaign
should be initiated in the departments of Arts faculty about IL and its
significance. More work to do and more steps needs to take immediate to
spread the concept among the Arts faculty students. Arts faculty
authority can arrange various promotional activities like workshops,
seminars and group discussions for adopting the concept themselves.
* Library personnel: Existing library personnel and more library
staff need to become involved in training courses, so that ultimately
more students can be trained. As it reveals that Arts faculty has severe
shortage of library facilities, authority should give more attention on
this issue.
* Policy formulation: A clear-cut IL program plan needs to be put
in place so that all stakeholders are aware of the importance of IL.
First and foremost, the development of IL policies whether for state or
institution should come about with some form of government involvement?
Arts faculty authority can include IL courses in their curriculum.
* Collaboration: Librarians (seminar, university and others)
involved in training must collaborate with the faculty and students on
regular basis. There should be increased collaboration and cooperation
among government agencies, academic institutions and corporate
organizations to bring together their intellectual and entrepreneurial
expertise and experience. It needs to ensure that IL is ultimately
integrated into the curricula of all academic programs in Arts faculty.
This is the only way to achieve the objective of creating as many
information literate individuals as possible.
* Information retrieval techniques: As many students do not know
the using of Boolean operator, naturally they will not be able to make
query using adjacency operator, truncation and others. Authority needs
to arrange more training for adaptation with printed information
retrieval tools and electronic Information Retrieval tools.
* Digital literacy: Arts faculty authority should immediately
allocated internet facilities for the students. The availability of
online training material across all subject areas and disciplines should
be ensured as soon as possible. Authority of Arts faculty should start
digital IL program to educate the faculty members. However, it needs to
give more emphasis on ICT literacy as it is the demand of current
digital and knowledge-based society.
* Building a committee: A National Committee on IL should be formed
which will be responsible for designing, coordinating and evaluating
this nation-wide program. The committee will have representatives from
teachers, librarians and information professionals, educationists, civil
society members and education administrators. The ministries of
Education, Information and Cultural Affairs would be engaged in the
implementation of the program.
* Monitoring progress: Students should be given assignments to
check whether they are achieving and developing IL skills. They should
be instructed and guided to attain IL skills in a logical manner and
master these skills to complement their academic progress.
* Extensive training on ICT literacy: ICT training modules should
be integrated with the IL programs so that students can effectively
utilize computing and telecommunications techniques for better
fulfilling their information needs.
* Training program: Intensive and extensive training program should
be organized for students teachers and information professionals; they
should be introduced to modern techniques and technologies of
information production, processing and distribution, so that they can
become proper guides for the students in acquiring IL skills.
The facilities that are provided the department should be more
extensive. Information searching facilities such as computer labs can be
used optimally by repairing the internet network and release students
from any charge of the service. Obviously this would have a big impact
on their ability to gain experience of searching and learning of ICT
knowledge.
IL has gained importance as we become more immersed in the
information age. Whenever it comes from, the internet, the library or
any other source, the most important thing is the ability to understand
and evaluate information. This study showed that IL concept is almost
absence in Arts faculty and students are facing considerable challenges
in the area of IL and skills. Some recommendation was proposed for the
incorporation of IL and skills into the Arts faculty curriculum. It is
however, not the sole responsibility of the tertiary institutions to
foster this area of knowledge and expertise. All the faculties of Dhaka
University should incorporate essential IL courses in the curriculum.
References
ACRL (2000), "Information Literacy Standards for Higher
Education", Chicago, IL: American Library Association (ALA),
available at http://www.ala.org/ala/acrl/acrlstandards/standards.pdf
(accessed 16th January 2014).
ANZIL (2004), Australian and New Zealand Information Literacy
Framework: principles, standards and practice. Adelaide, Australian and
New Zealand Institute for Information Literacy, available at:
http://www.library.unisa.edu.au/learn/infolit/Infolit-2nd-edition.pdf
(accessed 12th February 2014).
Bruce, C. S. (2004), "Information literacy as a catalyst for
educational change. A background paper", Proceedings Lifelong
Learning: Whose responsibility and what is your contribution?, The 3rd
International Lifelong Learning Conference, pp. 8-19, available at
http://eprints.qut.edu.au. (accessed 23rd March 2014).
Dhaka University Academic Calendar (2012), Dhaka University
Academic Calendar, University of Dhaka.
Dhaka University Convocation Prospectus (2014), Dhaka University
Convocation Prospectus, University of Dhaka.
Dhaka University Prospectus (2012), Dhaka University prospectus,
University of Dhaka.
Hoq, K. M. G. (2006), "Information Literacy and its
implications for Bangladesh", The Dhaka University Studies, The
Arts Faculty Journal, Vol. 63 No. 2, pp. 89-103.
Independent University, Bangladesh (2009), International Workshop
on Information Literacy, Independent University of Bangladesh, Dhaka
22-24 June.
Islam, M. A. and Tsuji, K. (2010), "Assessing information
literacy competency of Information Science and Library Management
graduate students of Dhaka University" IFLA Journal, vol. 36 No.4,
pp. 300-16.
Kabir, F. M. H. (2009), "Literacy rate rises to 49 pc",
The Financial Express, Vol. 16, pp 8.
Khatun, S. (2004), "Literacy in Banglapedia", National
Encyclopedia of Bangladesh, Asiatic Society of Bangladesh, Dhaka.
Pejova, Z (2002), "Information Literacy: An Issue which
Requests Urgent Action in Developing Countries and Countries in
Transition" The Czech Republic, The U.S. National Commission on
Libraries and Information Science, and the National Forum on Information
Literacy, for use at the Information Literacy Meeting of Experts,
Prague.
Salam, M. A. and Islam, M. A. (2009), "Information Literacy:
Perceptions and Skills of Graduates of the Institute of Education and
Research", Teacher's World, Vol. 33-34, pp. 8798.
Shuva, N. Z. (2004), "Information Literacy: Bangladesh
perspective", available at
http://www.tigweb.org/images/resources/tool/docs/725.pdf (accessed 23rd
February 2014).
Md. Maidul Islam
Lecturer
Department of Information Science and Library Management
Faculty of Arts, University of Dhaka, Dhaka-1000, Bangladesh
Md. Anisur Rahman
Senior Cataloguer
Dhaka University Library, University of Dhaka, Dhaka-1000,
Bangladesh
Table 2: Students of Arts faculty
Department Frequency Percent
Bengali 14 6.76
English 19 9.18
History 16 7.73
Islamic History and Culture 18 8.70
Philosophy 12 5.80
Information Science and 24 11.59
Library Management
Arabic 9 4.35
Islamic Studies 12 5.80
Sanskrit 9 4.35
Pali and Buddhist Studies 8 3.86
Persian Language and Literature 12 5.80
Urdu 11 5.31
Linguistics 13 6.28
Theater and Performance Studies 11 5.31
Music 11 5.31
World Religions and Culture 8 3.86
Total 207 100
Table 3: Age groups by gender of the students
Age Male Female Total Percentage
15-20 years 25 9 34 16.42
21-25 years 93 55 158 76.33
26-30 years 10 5 15 7.25
Total 138 69 207 100
Table 4: Academic year of the students
Year Male Female Total Percentage
First year 22 10 32 15.46
Second year 22 9 31 14.98
Third year 26 11 37 17.87
Fourth year 31 17 48 23.19
Masters 34 21 55 26.57
M Phil 3 1 4 1.93
Total 138 69 207 100
Table 5: Current information need to consult
Current information
need to consult Frequency Percent
Books 40 19.32
Periodical articles 53 25.60
Encyclopedia articles 21 10.14
Bibliographies 12 5.80
Journals 11 5.31
E-resources 23 11.11
Don't know 47 22.71
Total 207 100
Table 6: Tools for finding research article
Tools for finding
research article Frequency Percent
Library catalogue 66 31.88
Online database 30 14.49
Journals 34 16.43
Web 32 15.46
Others (please specify) 17 8.22
Don't know 28 13.52
Total 207 100
Table 7: Looking for information in online
Looking for information in online Frequency Percent
Using search engine 139 67.15
Browsing website 30 14.49
Using subject portal 13 6.28
Take help who knows 25 12.08
Total 207 100
Table 8: Citation refers to a journal article
Citations refers to a journal article Frequency Percent
a. Miller, A.W. (1997). Clinical disorders 30 14.49
and stressful life events. Madision, CT,
International University Press.
b. Anderson, K.H. (1999). "Ethical dilemmas 38 18.36
and radioactive waste: A survey of the
issue." Environmental Ethiccs,2(3):37-42
c. Hartley, J. T. & D.A. Walsh. (2000). 20 9.66
"Contemporary issues and new directions
in adult development of learning and
memory", in L.W. Poon (ed.), Aging in the
1980s: Psychological issues, Washington,
D. C., American Psychological Association,
pp. 239252.
d. Maccoby, E. E. & J. Martin. (1983). 13 6.28
"Socialization in the context of the
family: Parent-child interaction", in P.
H. Mussen (ed.), Child psychology:
Socialization, personality, and social
development. New York, Wiley, vol. 4,
pp. 1-101.
e. Don't know 106 51.21
Total 207 100
Table 9: Consult to know a subject
Consult to know a subject Frequency Percent
Journal 42 20.29
An encyclopedia 47 22.71
Online database 39 18.84
Book 67 32.37
Don't know 12 5.80
Total 207 100
Table 10: Literature do not find using a search engine
Literature do not find using Frequency Percent
a search engine
The books available in the library 32 15.46
Biographical information about 31 14.98
famous people
Merchandise catalogues 42 20.29
Information about companies 31 14.98
Don't know 71 34.30
Total 207 100
Table 11: Searching an article in the library
through catalogue
Searching an article in the Frequency Percent
library through catalogue
Internet Guide 32 15.46
Mark Kenney 65 31.40
The Microsoft document Console 54 26.09
Answers all are correct 23 11.11
Don't know 33 15.94
Total 207 100
Table 12: Boolean operators for searching more document
Boolean operators for Frequency Percent
searching more document
And 30 14.49
+ 47 22.71
Not 9 4.35
Or 89 43
Don't know 32 15.46
Total 207 100
Table 13: Necessary tools need to consult for finding
other document
Tools need to consult for Frequency Percent
finding other document
The glossary 45 21.74
The index 95 45.89
The bibliography 20 9.66
The table of contents 19 9.18
Don't know 28 13.53
Total 207 100
Table 14: Search terms for finding document
Search terms for
finding document Frequency Percent
By title 51 24.64
By publisher 35 16.91
By subject 35 16.91
By author 65 31.40
Don't know 21 10.14
Total 207 100
Table 15: Items found in the library catalogue
Items found in the library catalogue Frequency Percent
a. All the titles of the books available 54 26.09
in the library
b. All the titles of the books available 23 11.11
on the market
c. All the titles of articles found in 59 28.50
the journals available in the Library
d. All the titles of journals available 20 9.66
in the library
e. None of the above 32 15.46
f. Don't know 19 9.18
Total 207 100
Table 16: Best describe articles published
in a scholary journal
Best describe articles Frequency Percent
published in a scholarly journal
a. The information is written for the 8 3.86
layperson
b. It includes a list of references 21 10.14
c. The research method used is described 24 11.59
d. It has been evaluated by an editorial 35 16.91
board before publication
e. None of the above 24 11.59
f. Don't know 95 45.89
Total 207 100
Table 17: Concept about information literacy
Concept about information literacy Frequency Percent
Do not know the actual meaning of IL 75 36.23
Have heard, read but do not understand 65 31.40
Have vague concept 45 21.74
Have clear concept 22 10.63
Total 207 100
Table 18: Knowledge about information literacy
Knowledge about information literacy Frequency Percent
Information literacy is the ability to find 11 5.31
and use information and the keystone of
Lifelong learning.
Information literacy is the understanding 32 15.46
and set of skills necessary to carry out
the functions of effective information
access, evaluation and application is an
essential component of any general
education program.
Information literacy is the ability to 36 17.39
recognize the extent and nature of
information need, then to locate, evaluate,
and effectively use the needed information.
Answers all are correct 33 15.94
Don't know 95 45.89
Total 207 100
Table 19: Opinion about information literate persons
Opinion about information
literate persons Frequency Percent
An information literate person is able 25 12.08
to identify, retrieve
He knows all the Information Retrieval 24 11.59
Technology
He always deals with information and 25 12.08
evolves
All of the above 38 18.36
Don't know 95 45.89
Total 207 100
Table 20: IL education and training Courses included in
graduate program
IL education and training courses Frequency Percent
included in graduate program
Yes 188 90.82
No 9 4.35
No comments 10 4.83
Total 207 100
Table 21: Recommendations for improving information literacy
Recommendations for improving
information literacy Frequency Percent
The department should immediately start 48 23.19
information literacy program
Need to start user education training 55 26.57
program
Need more trained and skilled library 31 14.98
personnel in seminar library
Need information literacy guidelines 31 14.98
for the student
All of the above 26 12.56
No comments 16 7.73
Total 207 100
