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Research output of librarians in the field of library and information science in Nigeria: a bibliometric analysis from 2000-March, 2018
Difficult topics in the revised biology curriculum for advanced level secondary schools in Rwanda: teachers' perceptions of causes and remedies
The school participation effect: investigating violence and formal education among girls in the Democratic Republic of the Congo
An investigation of the digital literacy skills and knowledge-based competencies among librarians working in university libraries in Nigeria
Research output of librarians in the field of library and information science in Nigeria: a bibliometric analysis from 2000-March, 2018
by Chukwuma Clement Okeji
Purpose: The purpose of this study is to analyze the growth of academic librarians’ research output in Nigeria; it examined their research productivity and determined the authorship pattern and degree of collaboration. Design/methodology/approach: A total of 1,106 articles were retrieved from Current index to Journals in Education and Library, Information Science and Technology Abstract databases for the period 2000-March 2018. Findings: The study revealed that only few authors are productive in the field of Library and Information Science in Nigeria during the period under study. The author productivity pattern is, therefore, in agreement with Lotka’s Law of inverse square. Top journals in which the academic librarians in Nigeria publish their works were identified. Of the 153 recognized universities in Nigeria, the study revealed that only few universities are productive. The years 2011 and 2012 recorded the highest contributions by the academic librarians. The findings also showed a high level of teamwork with most publications being produced jointly. Research limitations/implications: The limitation of this study is that it only retrieved articles that were indexed by Current index to Journals in Education and Library, Information Science and Technology Abstract. Secondly, articles published by the academic librarians in local journals in Nigeria that are not indexed and not visible are not included in the study. Originality/value: The findings call for researchers in developing countries to recognize that it is important to publish a substantial number of papers in journals that are indexed and are widely visible. © 2018, Emerald Publishing Limited.
Difficult topics in the revised biology curriculum for advanced level secondary schools in Rwanda: teachers' perceptions of causes and remedies
by Byukusenge, Celine
Literature affirms that teachers' difficulties in mastering the subject content and its teaching can be responsible for students' negative attitudes towards that subject. The present study sought to explore biology topics in the revised Rwandan curriculum which teachers have difficulties in teaching, the reasons for their difficulties, and ways to improve teaching and learning of such topics. Data were collected from a sample of 67 teachers who agreed to join the survey, and analysed both quantitatively and qualitatively. The results showed that 17 topics were considered difficult to teach and to learn. Molecular biology and biotechnology-related topics such as genetic engineering, gene technology, genetics, cell division, DNA replication, and protein synthesis were perceived as the most difficult to teach and learn. Teachers indicated a lack of content knowledge and visual teaching materials, inability to organise practical activities, overloaded curriculum, and the topics' abstractness to be among the reasons for the difficulty. Teachers suggested the use of virtual labs, 3D animations, provision of laboratory materials, reduction of the curriculum content, training and study visits as the practical options to alleviate the difficulties. Furthermore, the authors recommended different teachers' professional development approaches and areas of focus for future research
The school participation effect: investigating violence and formal education among girls in the Democratic Republic of the Congo
by Caroline Karungu
Little is known about the differential experiences with violence among girls in conflict-affected societies based on their involvement in formal education. A quantitative survey was conducted with girls between the ages of 10–14 across 14 sites in South Kivu, Democratic Republic of the Congo. The prevalence of three forms of violence was estimated across four levels of participation in formal education, and multivariable mixed effects logistic regression models were used to compare girls’ increasing levels of education to those who reported never attending school. Trend tests across the four levels of education were conducted for violence outcomes. Girls’ higher levels of participation in formal education were significantly associated with lower reported rates of physical and sexual violence. Findings suggest a significant protective effect of formal education on girls from physical and sexual violence. Findings also suggest a significant relationship between girls’ age and risk of experiencing physical and sexual violence. © 2018, © 2018 British Association for International and Comparative Education.
An investigation of the digital literacy skills and knowledge-based competencies among librarians working in university libraries in Nigeria
by Chukwuma Clement Okeji
Purpose: The purpose of this paper is to investigate the digital literacy skills possessed by librarians working in university libraries in Nigeria. Design/methodology/approach: An online questionnaire was developed using SurveyMonkey to collect data from 111 librarians working in both public and private universities in Nigeria. Findings: The study revealed the digital literacy skills that the librarians rated as very high and high, and those that they rated as moderate and low. The study also revealed the knowledge and competencies that they rated to be highly competent and competent, as well as also those that they rated to be neutral and not good. The librarians rated their knowledge of network and system security; ability to apply security software firewalls, filtering routers and ability to protect access to digital content by providing password or IP base access as neutral and not good. Overall, the study revealed that almost half of the librarians rated their level of digital literacy skills possessed to be moderate. Only few librarians rated their digital literacy skills to be excellent. Practical implications: The findings will be helpful to librarians, information professionals, libraries and library schools. The results will inform librarians on the skills and digital competencies that are essential for developing and managing digital resources and protecting digital contents. Originality/value: Findings will be helpful to explore the skills and competencies needed by information professionals and to act as a guideline for competency development and curriculum update in library schools in developing countries. © 2019, Emerald Publishing Limited.
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