Information Needs and Constraints of Access to Educational Information in the Fort Beaufort Education District

Autor/inn/en	Oyediran-Tidings, Stella O.; Ondari-Okemwa, Ezra M.; Nekhwevha, Kenya Fhulu H.
Titel	Information Needs and Constraints of Access to Educational Information in the Fort Beaufort Education District
Quelle	In: South African Journal of Education, 39 (2019), Artikel 1652 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Oyediran-Tidings, Stella O.) ORCID (Ondari-Okemwa, Ezra M.) ORCID (Nekhwevha, Kenya Fhulu H.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Information Needs; Access to Information; Librarians; Barriers; Grade 12; High School Seniors; Library Role; Information Literacy; College Admission; Career Guidance; Foreign Countries; Information Technology; Intellectual Disciplines; Adolescents; School Libraries; Low Income Students; South Africa + Suchen Sie Ihr Suchwort? Information need; Informationsbedürfnis; Librarian; Bibliothekar; Bibliothekarin; School year 12; 12. Schuljahr; Schuljahr 12; Informationskompetenz; Hochschulzugang; Hochschulzulassung; Zulassung; Berufsorientierung; Ausland; Informationstechnologie; Geisteswissenschaften; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; School library; Schulbibliothek; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Types of educational information needed by learners, their level of access and librarians' supportive roles in learning are pertinent to the attainment of quality education. This study seeks to identify the types of educational information needed by high school learners and the barriers of access. The study is underpinned by the jurisprudential theory of freedom of speech augmented by the theory of access to establish the reality of access. The study adopted a mixed methods approach to obtain data from 331 grade 12 learners, 29 teachers and 3 librarians. The findings reveal that information on requirements for admission into university, subjects taught at school, and career guidance were the most needed by learners. Access challenges include inadequate information resources and the absence of and/or non-functional school libraries. Recommendations include the adequate provision of educational information, information literacy education, employment of qualified librarians by education authorities as well as provision of functional school libraries and information technology tools. The study has shown a need to further examine, in a more rigorous way, the coping strategies of teachers and learners in information-poor communities. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01