Research Articles (UWC Library)

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Browsing by Author "Mohamed, Shehaamah"

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    African Higher Education Research Online (AHERO): A disciplinary open archive
    (2009-10-14T08:44:54Z) Mohamed, Shehaamah; Fullard, Allison
    African Higher Education Research Online (AHERO) is an international disciplinary repository for research texts that focus on the practice and development of higher education in Africa. Distributed researchers upload their documents to AHERO through a semi-automated process. Launched in January 2007, AHERO now holds 435 full text research texts relating to African higher education. The paper will outline the project’s objectives and present the results of findings emerging from the two year experience of liaison with researchers and publishers as we attempted to recruit papers for the disciplinary archive.
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    A critical praxis in the information literacy education classroom using the ACRL Framework for Information Literacy for Higher Education
    (Springer Nature, 2019) Mohamed, Shehaamah
    The University of the Western Cape Library uses the ACRL Framework for Information Literacy for Higher Education to introduce an alternative, nuanced approach to information literacy training by transforming librarians’ teaching praxis. The Framework presents a new perspective on teaching and learning and is built around six frames, each consisting of a threshold concept which is central to information literacy. To this end, the Library coordinated the Information Literacy Programme for the University’s Library and Information Science Department. By using a qualitative approach, this case study describes the integration of the Framework in the Information Literacy Education module to teach prospective librarians to internalise the core concepts of the Framework. The paper discusses how the Framework was operationalised to enhance students’ critical thinking through the application of formative and summative assessments and a number of student artifacts.
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    Decoding information literacy ways of thinking in student learning: influencing pedagogic methods
    (South African Journals of Higher Education, 2020) Mohamed, Shehaamah
    University students often experience hidden challenges in various courses across all levels of their academic careers. These difficulties often serve to deter student learning and academic progress which may end in high student failure rates. In some instances, this may be attributed to tacit assumptions that academic teachers make about their learners when preparing lesson plans, course content and learning assessments. It is often mistakenly assumed that students already possess the necessary information literacy ways of thinking to overcome bottlenecks within their respective disciplines. To this end, the Teaching and Learning Librarian at the University of the Western Cape (UWC) Library, collaborated with an academic teacher to decode specific disciplinary difficulties and to subsequently enhance the required information literacy knowledge practices in student learning. Using a qualitative research approach, this study reports on how an Economics and Management Science (EMS) lecturer and the librarian used the Decoding the Disciplines Paradigm (DtD) to identify and deconstruct troublesome concepts in the Business and Finance module. The DtD model provides a clearly delineated, seven-step process for identifying and analysing disciplinary challenges and provides guidelines for designing instructional, motivational and assessment strategies that support deep learning.