Academic literature on the topic 'Information literacy – Ghana'
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Journal articles on the topic "Information literacy – Ghana"
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Nwagwu, Williams Ezinwa, and Antonia Bernadette Donkor. "Personal Information Management Behaviors of University Faculty – Aspects of Print versus Electronic." Libri 71, no. 2 (April 12, 2021): 183–202. http://dx.doi.org/10.1515/libri-2020-0041.
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Abstract This study examined personal information creation and storage practices in digital and print media by faculty in selected universities in Ghana. A sample survey research design guided the research and quantitative data were collected from 235 faculty members of six universities in Ghana. Qualitative data was also collected from 18 willing faculty members, and was guided by an interview schedule. Faculty reported that they created their information in an organized manner and that they created information mainly in digital formats compared with manual. The task at hand determined the information facility created and search words that are semantically related to the item are used in finding/re-finding electronic information. Faculty reported that they acquired their information literacy personally, and information literacy explained re-finding of digital information but not non-digital information. The demographic variables in the study did not explain finding/re-finding of stored information: gender (β = −0.113, p = 0.280) and age (β = 0.038, p = 0.545). This study establishes clearly the pattern of information literacy activities for faculty in the universities in Ghana.
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Sarpong-Danquah, Beatrice, Prince Gyimah, Kwasi Poku, and Brenda Osei-Poku. "Financial Literacy Assessment on Tertiary Students in Sub-Saharan Africa: A Ghanaian Perspective." International Journal of Accounting and Financial Reporting 8, no. 2 (May 8, 2018): 76. http://dx.doi.org/10.5296/ijafr.v8i2.12928.
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The study assesses the financial literacy level among tertiary students in Sub-Saharan Africa country, Ghana. The study uses primary data through self-administered questionnaires, and employs purposive sampling to select four hundred and eighty (480) students across tertiary institutions in Ghana for data analysis. The study reaffirms that on the average, students lack financial knowledge especially on insurance (mean = 40.54 percent). However, students portray the highest level of financial literacy in savings and borrowing (mean = 52.88 percent). Also, information technology positively influences 95 percent of student’s financial literacy. We recommend that tertiary institutions should inculcate educational program on financial literacy to broaden understanding of financial issues among students. Policy makers should redesign curriculum to include financial literacy courses especially for non-business students. Finally, financial seminars and talks should be focused on teaching relevant financial concepts and the youth should be educated and encouraged to utilize digital or technological platforms to enable them gain more knowledge in finance.
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Dankwah, Dominic Agyei, and George Clifford Yamson. "Health Information Literacy among Malaria Patients in Ghana: Sustainable Development Goals (SDG) 3 in Focus." Open Public Health Journal 12, no. 1 (March 28, 2019): 100–105. http://dx.doi.org/10.2174/1874944501912010100.
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Background: This cross-sectional survey aimed to ascertain the knowledge of malaria patients in determining the nature and extent of health information needed; accessing the needed health information effectively and efficiently; evaluating such health information and its sources critically in order to use the information. Methods/Results: A self-reported questionnaire was given to 155 participants in selected “drug stores” in Ho in the Volta Region of Ghana. Positive relationships were found between respondents whose decision to purchase malaria drugs was based on laboratory tests and high health information literacy skills. Low knowledge of libraries among the respondents was recorded even though there was no significant difference between the health information literacy of those who see the library as a source of health information and those who do not. Conclusion: There is a need to involve libraries in the health delivery system in order to help extend literacy training/skills to the citizenry.
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Qua-Enoo, Albert Arthur, Brandford Bervell, Paul Nyagorme, Valentina Arkorful, and John K. E. Edumadze. "Information Technology Integration Perception on Ghanaian Distance Higher Education: A Comparative Analysis." International Journal of Learning, Teaching and Educational Research 20, no. 2 (February 28, 2021): 304–29. http://dx.doi.org/10.26803/ijlter.20.2.17.
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This study examined students’ perception on the integration of Information Technology (IT) in Ghanaian distance Education, and provided a comparative analysis of the levels of integration among public universities in Ghana. The research was conducted at the distance learning centres of the 4 major public universities, namely: University of Ghana (UG), University of Cape Coast (UCC), University of Education, Winneba (UEW) and Kwame Nkrumah University of Science and Technology (KNUST). Questionnaires were used to collect data from a sample of 297 students, using a cluster sampling technique and the data were analysed using One-Way ANOVA and chi-square statistics. The study showed that although computer literacy among distance learners was high, technology integration was low and varied among the institutions. Smart phones were the major internet access devices. The online learning tools for self-efficacy were vital to IT integration. Based on the gathered results, recommendations such as implementing a robust national IT infrastructure, among others, were provided for reflection by higher education institutions offering distance education in Ghana.
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Adjoa Yebowaah, Franklina, and Simon Sanche. "Information Literacy, an Investigation into Students’ Access and Use of Information in an Academic Institution in Ghana." Trends Journal of Sciences Research 1, no. 1 (August 25, 2021): 1–23. http://dx.doi.org/10.31586/ojer.2021.109.
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Owusu, Charlotte, and Philip Kwaku Kankam. "Information seeking behaviour of beggars in Accra." Global Knowledge, Memory and Communication 69, no. 4/5 (November 21, 2019): 205–20. http://dx.doi.org/10.1108/gkmc-07-2019-0080.
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Purpose It is evident that human existence is highly dependent on information. Information is considered to be an essential right of every single individual to sustain life and enjoy it as well. The benefits of looking into the information behaviour of people can, therefore, not be overemphasised. However, there is a yawning gap in research conducted into the information behaviour of marginalised groups such as beggars. This study aims to investigate the information seeking behaviour of beggars in Ghana. Design/methodology/approach Through a case study design, the study used a qualitative approach and interpretivist paradigm to look into this phenomenon. In total, ten beggars were sampled from the beggar population in Accra through the use of convenient and snowball sampling techniques. A semi-structured interview schedule was used as data collection tool to solicit responses from the participants. Findings The study revealed that beggars in Accra lacked understanding of their information needs, although they were heavily dependent on information for their tasks and survival. Again, the findings of the study showed that beggars were faced with information seeking barriers such as illiteracy, lack of information literacy skills and financial resources. The study recommends the need for stakeholders to look into the social welfare and literacy needs of beggars. Originality/value The authors consider the study original both in conceptualisation and design. The main question being interrogated stems from identified gaps in the literature and the study intends to fill these knowledge gaps. The study’s originality also stems from the fact that there is a paucity of information on the subject of study in the context of Ghana.
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Ayoung, Daniel Azerikatoa, Charles Bugre, and Frederic Naazi-Ale Baada. "An evaluation of the library connectivity project through the lens of the digital inclusion model." Information and Learning Sciences 121, no. 11/12 (June 23, 2020): 805–27. http://dx.doi.org/10.1108/ils-02-2020-0047.
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Purpose It has been a decade, as the collaboration between the Ghana Investment Fund for Electronic Communications (GIFEC) and the Ghana Library Authority (GhLA) to extend information and communication technology (ICT) and library services to rural deprived, unserved and underserved communities in Ghana dubbed the library connectivity project. This paper aims to evaluate this initiative from the perspective of relevant key stakeholders and through the lens of the digital inclusion model. Design/methodology/approach The study adopted a qualitative approach to evaluate the library connectivity project offered to deprived communities in the Upper East Region of Ghana. Interviews were conducted with the head librarians, ICT teachers and school librarians. Focus group discussions were held with pupils from four beneficiary schools of the project. The researchers also witnessed four of the outreach programmes and training sessions and observed the mode of instruction. Findings The study brought to fore the enormous benefits of the library connectivity project as it aided school pupils to acquire practical ICT skills, which were found to be useful towards their final exam. Despite the enormous benefit of the project, it was bereft with a lot of challenges such as inadequate logistics and personnel thereby restricting the project to very few schools. Low staff motivation and unmotorable roads were also found to be a challenge, which could all be as a result of lack of funds. Research limitations/implications The paper underscores the importance of computer and information literacy and reveals how the GhLA is using innovative mobile library services to bridge the digital divide through the library connectivity project. Originality/value This paper makes a further contribution to the paucity of literature on the role of mobile libraries in the promotion of computer and information literacy.
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Kammer, Jenna, Kodjo Atiso, and Edward Mensah Borteye. "Student Experiences with Digital Citizenship: A Comparative Cultural Study." Libri 71, no. 3 (April 30, 2021): 279–91. http://dx.doi.org/10.1515/libri-2020-0174.
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Abstract This comparative cultural study examines differences in digital citizenship between undergraduate information literacy students at two different, but similar, universities across the globe from each other. Under the notion that the internet and prevalence of mobile devices allow students to participate online as digital citizens in ways that were impossible before, we use mixed methods to compare the attitudes and experiences of undergraduate students at a university in the midwestern United States (U.S.), with a university on the southwestern coast of Ghana. We also examine the policies related to technology use at these schools. The findings indicate that Ghanaian students had higher levels of digital citizenship. Other findings suggest that network issues are a problem for students in both schools, especially for Ghana, and ethical aspects of internet use, like cyberbullying, hacking, and fake news, deter students from participating online as much as they would like.
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Owusu-Ansah, Christopher M., Antonio Rodrigues, and Thomas Van Der Walt. "Factors Influencing the Use of Digital Libraries in Distance Education in Ghana." Libri 68, no. 2 (June 26, 2018): 125–35. http://dx.doi.org/10.1515/libri-2017-0033.
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Abstract The purpose of this study was to explore the extent to which individual factors such as academic tasks, preference for print sources and information skills influence distance learners’ use of digital libraries in a teacher distance education programme at the University of Education, Winneba in Ghana. The population of the study consisted of 1,834 distance students and from a sample size of 641 distance learners spread across three distance study centers, namely, Winneba (247), Kumasi (276) and Asante-Mampong (118). A total of 453 (70.67 percent) distance learners, selected randomly, completed a 31-item questionnaire. In addition, 30 distance education tutors, four coordinators and four librarians were purposively selected to participate in the study. The findings showed that academic tasks of distance learners did not require them to use digital library resources, which resulted in low or no academic use of digital libraries. The findings also pointed to a high preference for print resources among distance learners which resulted in the low use of digital library resources. Finally, it was noted that even though most of the distance learners possessed basic ICT skills, this did not result in their of use of digital library resources. To improve digital library use in distance education, it is recommended that academic librarians seek and foster collaboration in teaching information literacy and library instruction in distance education, an approach which must be backed by a policy that mandates the use of (digital) library scholarly resources in teaching and learning in distance education. It is also recommended that the Centre for Distance Education and the University Library collaborate to offer training programmes in specific digital resources and general information literacy courses for all distance education stakeholders in the university to boost digital library use.
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Quaicoe, James Sunney, and Kai Pata. "Teachers’ digital literacy and digital activity as digital divide components among basic schools in Ghana." Education and Information Technologies 25, no. 5 (March 24, 2020): 4077–95. http://dx.doi.org/10.1007/s10639-020-10158-8.
Full textDissertations / Theses on the topic "Information literacy – Ghana"
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Anku, Joyce Senya Ama. "The emergence of social media discourse among Ghanainan University Students: implications for the acquisition or academic literacy." Thesis, 2017. http://hdl.handle.net/11602/714.
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PhD (English)Department of English
Language, in general, has always been evolving and dynamic; the same can be said of the English language. Spontaneously, but not unexpected though, since the beginning of this 21st century which saw the introduction of the internet, there have been noteworthy manifestations in the structure and use of varied forms of the English language on social media. This study aimed at exploring, describing and explaining the linguistic features associated with the new communicative order – social media – and their communicative functions, vis-à-vis their impact on Ghanaian university students’ acquisition of academic literacy. To do this, the study adopted a qualitative method and an ethnographic approach in understanding the netnographic realities on social media. In addition, the sociocultural theory and the theory of error analysis served as the philosophical underpinnings which guided the research. Participants of the study (largely undergraduate students) were drawn from two universities in Ghana – the University of Ghana, and Valley View University. The total sample size was one hundred and eighty eight (188). It was found that frequent and prolonged use of social media discourse does impact negatively on the academic literacy of students. The findings also indicate that social media use overtime becomes addictive and this directly results in limited time span and low attention span of students. Again, the study found that over engagement on social media discourse leads to a general breakdown in both sentence and discourse structure of academic writing resulting into uncontrolled deviant spellings, omission and misuse of punctuation marks and capitalisation, as well as a high level of colloquialism. Despite these negative influences, it was found that there are some positive potentials of social media that can be harnessed to support academic literacy. The study, thus, recommends that the affordances of social media communication should be retooled to support the teaching and learning of academic literacy.
Books on the topic "Information literacy – Ghana"
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Reading and writing in the global workplace: Gender, literacy, and outsourcing in Ghana. Lanham, MD: Lexington Books, 2012.
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Norrgård, Stefan. Changes in Precipitation Over West Africa During Recent Centuries. Oxford University Press, 2017. http://dx.doi.org/10.1093/acrefore/9780190228620.013.536.
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Water, not temperature, governs life in West Africa, and the region is both temporally and spatially greatly affected by rainfall variability. Recent rainfall anomalies, for example, have greatly reduced crop productivity in the Sahel area. Rainfall indices from recent centuries show that multidecadal droughts reoccur and, furthermore, that interannual rainfall variations are high in West Africa. Current knowledge of historical rainfall patterns is, however, fairly limited. A detailed rainfall chronology of West Africa is currently only available from the beginning of the 19th century. For the 18th century and earlier, the records are still sporadic, and an interannual rainfall chronology has so far only been obtained for parts of the Guinea Coast. Thus, there is a need to extend the rainfall record to fully understand past precipitation changes in West Africa.The main challenge when investigating historical rainfall variability in West Africa is the scarcity of detailed and continuous data. Readily available meteorological data barely covers the last century, whereas in Europe and the United States for example, the data sometimes extend back two or more centuries. Data availability strongly correlates with the historical development of West Africa. The strong oral traditions that prevailed in the pre-literate societies meant that only some of the region’s history was recorded in writing before the arrival of the Europeans in the 16th century. From the 19th century onwards, there are, therefore, three types of documents available, and they are closely linked to the colonization of West Africa. These are: official records started by the colonial governments continuing to modern day; regular reporting stations started by the colonial powers; and finally, temporary nongovernmental observations of various kinds. For earlier periods, the researcher depends on noninstrumental observations found in letters, reports, or travel journals made by European slave traders, adventurers, and explorers. Spatially, these documents are confined to the coastal areas, as Europeans seldom ventured inland before the mid-1800s. Thus, the inland regions are generally poorly represented. Arabic chronicles from the Sahel provide the only source of information, but as historical documents, they include several spatiotemporal uncertainties. Climate researchers often complement historical data with proxy-data from nature’s own archives. However, the West African environment is restrictive. Reliable proxy-data, such as tree-rings, cannot be exploited effectively. Tropical trees have different growth patterns than trees in temperate regions and do not generate growth rings in the same manner. Sediment cores from Lake Bosumtwi in Ghana have provided, so far, the best centennial overview when it comes to understanding precipitation patterns during recent centuries. These reveal that there have been considerable changes in historical rainfall patterns—West Africa may have been even drier than it is today.
Book chapters on the topic "Information literacy – Ghana"
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Quaicoe, James Sunney, and Kai Pata. "The Teachers’ Digital Literacy: Determining Digital Divide in Public Basic Schools in Ghana." In Communications in Computer and Information Science, 154–62. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-28197-1_16.
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Owusu-Ansah, Samuel. "Developing a Digital Engagement Strategy for Ghanaian University Libraries." In Advances in Library and Information Science, 124–39. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-4742-7.ch007.
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This study represents a framework that digital libraries can leverage to increase usage and visibility. The adopted qualitative research aims to examine a digital engagement strategy for the libraries in the University of Ghana (UG). Data is collected from participants (digital librarians) who are key stakeholders of digital library service provision in the University of Ghana Library System (UGLS). The chapter reveals that digital library services included rare collections, e-journal, e-databases, e-books, microfilms, e-theses, e-newspapers, and e-past questions. Additionally, the research revealed that the digital library service patronage could be enhanced through outreach programmes, open access, exhibitions, social media, and conferences. Digital librarians recommend that to optimize digital library services, literacy programmes/instructions, social media platforms, IT equipment, software, and website must be deployed. In conclusion, a DES helps UGLS foster new relationships, connect with new audiences, and establish new or improved brand identity.
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Addo, Alex Kortey. "History of Prison Education in Ghana." In Strategic Learning Ideologies in Prison Education Programs, 179–96. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2909-5.ch008.
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The needs to discipline and train prisoners for work, has become a convention that all nations including Ghana have come to accept with a view to churning out productive ex-prisoners. Thus, the aim prison education programs in Ghana is to turn inmates into useful citizens and the purpose of vocational training is to equip prisoners with skills which they can utilize to make a living. Additionally, the purpose for setting up the Junior and Senior High Schools is to give a second chance to inmates who dropped out of school before they were incarcerated. Similarly, the functional literacy program was introduced to teach illiterate prisoners how to read and write English, Akan, Ga, and Ewe languages. The chapter also discusses the duration, enrollment, teachers and the challenges of the programs. In addition, the general education program focuses on the curriculum, examination, and class attendance. The themes covered provide information on how prisoners are prepared toward reintegration in Ghana.
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Gyaase, Patrick Ohemeng, Samuel Adu Gyamfi, Alfred Kuranchie, and Faustina Scholarstica Koomson. "The Integration of Information and Communication Technology in Pre-University Education in Ghana." In Handbook of Research on Diverse Teaching Strategies for the Technology-Rich Classroom, 109–23. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0238-9.ch009.
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Educationists throughout the world are attesting to the capabilities of ICT for innovations in teaching and learning. There are evidences that integrating ICT into education enhances the learners' creativity and opens up new ways of knowledge acquisition and sharing. ICT is also credited with the improvement of teaching and learning of new skills needed to fully function in the 21st century knowledge society. This research was undertaken to evaluate the current state of ICT integration into the pre-university education and identify the barriers through principal components analysis and make the necessary recommendations. The research utilized both primary and secondary data. The primary data was collected through questionnaires and interviews while secondary data was obtained from reviews of government policy documents and reports. The study found an already existing ICT literacy education in the pre-university educational system in Ghana. There is also increasing access to and knowledge of ICT hardware and services. However, inadequate infrastructure, inadequate technology skills, lack of technical support, and inappropriate content are the challenges militating against effective integration of ICT in schools' curricula. Restructuring the curriculum of the various subjects, in-service training for teachers, integration of ICT into teacher training, and provision of internet connectivity infrastructure and services are recommended.
Reports on the topic "Information literacy – Ghana"
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van den Boogaard, Vanessa, Wilson Prichard, Rachel Beach, and Fariya Mohiuddin. Strengthening Tax-Accountability Links: Fiscal Transparency and Taxpayer Engagement in Ghana and Sierra Leone. Institute of Development Studies, November 2020. http://dx.doi.org/10.19088/ictd.2020.002.
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There is increasingly strong evidence that taxation can contribute to expanded government responsiveness and accountability. However, such positive connections are not guaranteed. Rather, they are shaped by the political and economic context and specific policies adopted by governments and civil society actors. Without an environment that enables tax bargaining, there is a risk that taxation will amount to little more than forceful extraction. We consider how such enabling environments may be fostered through two mixed methods case studies of tax transparency and taxpayer engagement in Sierra Leone and Ghana. We highlight two key sets of findings. First, tax transparency is only meaningful if it is accessible and easily understood by taxpayers and relates to their everyday experiences and priorities. In particular, we find that taxpayers do not just want basic information about tax obligations or aggregate revenue collected, but information about how much revenue should have been collected and how revenues were spent. At the same time, taxpayers do not want information to be shared with them through a one-way form of communication, but rather want to have spaces for dialogue and interaction with tax and government officials, including through public meetings and radio call-in programmes. Second, strategies to encourage taxpayer engagement are more likely to be effective where forums for engagement are perceived by taxpayers to be safe, secure, and sincere means through which to engage with government officials. This has been most successful where governments have visibly demonstrated responsiveness to citizen concerns, even on a small scale, while partnering with civil society to foster trust, dialogue and expanded knowledge. These findings have significant implications for how governments design taxpayer education and engagement programmes and how civil society actors and development partners can support more equitable and accountable tax systems. Our findings provide concrete lessons for how governments can ensure that information shared with taxpayers is meaningful and accessible. Moreover, we show that civil society actors can play important roles as translators of tax information, enablers of public forums and dialogues around tax issues, and trainers of taxpayers, supporting greater tax literacy and sustained citizen engagement.