Designing and implementing an information service model for geography teachers in a developing country: the case for Lesotho

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dc.contributor.authorBitso, Constance
dc.date.accessioned2014-12-01T11:18:55Z
dc.date.available2014-12-01T11:18:55Z
dc.date.issued2013
dc.description.abstractThis paper outlines the approaches that can be used in the deployment of an information service for geography teachers in a developing country in Africa. The paper is based on a study of Lesotho geography teachers’ information behaviour that aimed to guide the design of information service for these teachers. It enumerates the process of designing an information service for these teachers including a user needs assessment. The study used triangulation by using multiple data collection methods on three sets of participants. Data were collected from in-service geography teachers using focus group discussions, from prospective geography teachers with a questionnaire and from stakeholders involved in geography education in Lesotho through interviews. The Statistical Package for Social Sciences (SPSS) and content analysis were used to analyse the data. The paper presents the working context of the geography teachers, their information needs and preference for information sources and communication channels. It also proposes a collaborative information service model for the geography teachers. This includes an implementation agency involving the information specialists, subject specialists and stakeholders working together to assist teachers with information. The paper outlines modalities for the implementation of the information service. It ends with possible strategies for evaluating the impact of the information service to check the achievements against the set objectives. It concludes that the information service model can be adapted as a prototype for other teachers across the curriculum as well as in other developing countries in a setting similar to that of Lesotho.en_ZA
dc.identifier.apacitationBitso, C. (2013). Designing and implementing an information service model for geography teachers in a developing country: the case for Lesotho. <i>Libri</i>, http://hdl.handle.net/11427/9865en_ZA
dc.identifier.chicagocitationBitso, Constance "Designing and implementing an information service model for geography teachers in a developing country: the case for Lesotho." <i>Libri</i> (2013) http://hdl.handle.net/11427/9865en_ZA
dc.identifier.citationBitso, C. 2013. Designing and implementing an information service model for geography teachers in a developing country: the case for Lesotho. Libri.en_ZA
dc.identifier.issn0024-2667en_ZA
dc.identifier.ris TY - Journal Article AU - Bitso, Constance AB - This paper outlines the approaches that can be used in the deployment of an information service for geography teachers in a developing country in Africa. The paper is based on a study of Lesotho geography teachers’ information behaviour that aimed to guide the design of information service for these teachers. It enumerates the process of designing an information service for these teachers including a user needs assessment. The study used triangulation by using multiple data collection methods on three sets of participants. Data were collected from in-service geography teachers using focus group discussions, from prospective geography teachers with a questionnaire and from stakeholders involved in geography education in Lesotho through interviews. The Statistical Package for Social Sciences (SPSS) and content analysis were used to analyse the data. The paper presents the working context of the geography teachers, their information needs and preference for information sources and communication channels. It also proposes a collaborative information service model for the geography teachers. This includes an implementation agency involving the information specialists, subject specialists and stakeholders working together to assist teachers with information. The paper outlines modalities for the implementation of the information service. It ends with possible strategies for evaluating the impact of the information service to check the achievements against the set objectives. It concludes that the information service model can be adapted as a prototype for other teachers across the curriculum as well as in other developing countries in a setting similar to that of Lesotho. DA - 2013 DB - OpenUCT DP - University of Cape Town J1 - Libri LK - https://open.uct.ac.za PB - University of Cape Town PY - 2013 SM - 0024-2667 T1 - Designing and implementing an information service model for geography teachers in a developing country: the case for Lesotho TI - Designing and implementing an information service model for geography teachers in a developing country: the case for Lesotho UR - http://hdl.handle.net/11427/9865 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/9865
dc.identifier.vancouvercitationBitso C. Designing and implementing an information service model for geography teachers in a developing country: the case for Lesotho. Libri. 2013; http://hdl.handle.net/11427/9865.en_ZA
dc.languageengen_ZA
dc.publisherDe Gruyteren_ZA
dc.publisher.departmentLibrary and Information Studies Centre (LISC)en_ZA
dc.publisher.facultyCentre for Higher Education Developmenten_ZA
dc.publisher.institutionUniversity of Cape Town
dc.sourceLibrien_ZA
dc.source.urihttp://dx.doi.org/10.1515/libri-2013-0027
dc.titleDesigning and implementing an information service model for geography teachers in a developing country: the case for Lesothoen_ZA
dc.typeJournal Articleen_ZA
uct.subject.keywordsinformation seekingen_ZA
uct.subject.keywordsinformation serviceen_ZA
uct.subject.keywordsgeography teachersen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceArticleen_ZA
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