Browsing by Author "Sinha, Priyanka"

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    Digital Literacy and Reading Habits of the DMI-St. Eugene University Students
    (2022-12-01) A, Subaveerapandiyan; Sinha, Priyanka
    Digital literacy is the skill of finding, evaluating, consuming, and generating information using digital technologies. The study attempted to comprehend university students' digital reading habits and skills. It also provides a glimpse of the pupil's favourite reading materials, including physical and digital sources. We examined BSc and BE Computer Science students of DMI-St. Eugene University, Zambia. The tool was a structured questionnaire that was distributed through WhatsApp. The study's findings revealed that most students thoroughly understand digital tools and how to use them, but lack the skills to build their websites and portfolio. Out of 115 students, all agreed they used computers for learning purposes. Usage of digital environments, generally, they used the World Wide Web for searching for information. Additionally, most students have medium digital application skills, despite their preference for reading electronic books. The results indicate that students' gender and level of education had a statistically significant link with their digital literacy, whereas age wasn't shown to be a statistically relevant predictor. The findings show that, in terms of education, especially reading, students' or readers' top priorities are electronic resources; print book preferences are reduced.
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    Digital literacy skills among African Library and Information Science professionals – an exploratory study
    (2022-12-01) Subaveerapandiyan, A; Sinha, Priyanka; Ugwulebo, Jeremiah Emeka
    Purpose – This study aims to assess the digital literacy of African library and information science (LIS) professionals. Digital literacy skills are required in the digital library environment. Design/methodology/approach – Relevant literature was reviewed on this topic; previous study questionnaires, various university LIS curriculum, content analysis and job advertising were used for preparing the survey questionnaire. This study used an ex post facto research design. Purposive sampling was adopted in this study, and data were collected from Google formby sharing the research questionnaire by hyperlink which was undertaken from March 15, 2022 to May 24, 2022. The data were collected by a structured questionnaire. A four-point Likert scale was used to measure how library professionals acquired digital literacy skills. Content analysis of more than 500 job vacancies over the past three years (2018–2022) of library job advertisements was taken randomly. Findings – This study’s findings show that the majority of the good at basic level of digital literacy skills at the same time have less in advanced digital literacy skills. The finding of this study shows the majority of them have to upgrade and learn about advanced digital literacy skills. Practical implications – This study recommends adopting a new syllabus and updating a LIS curriculum based on the library’s technological development. Furthermore, this study’s potential result suggests more practical classes instead of theoretical study and it is useful to the library schools, associations, MOOC providers and lifelong learners. Originality/value – This study is conducted with 102 African library professionals from 13 countries. This study discusses futuristic digital literacy skills and basic literacy skills. This study is beneficial to those who are preparing a new curriculum in LIS fields.