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.
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    Extending boundaries: Team teaching to embed information literacy in a university module
    (UNISA, 2020) Bharuthram, Sharita; Mohamed, Shehaamah; Louw, Gerald
    In today�s knowledge-based economy, the role of universities in preparing students to be information literate and independent thinkers and researchers is crucial. Information literacy (IL) skills enable students to become researchoriented, hold critical approaches to knowledge, be critical thinkers, consider things from different perspectives, develop their own ideas and defend and share these in an ethical manner. University students are often expected to access, process, evaluate and synthesise information from a number of sources in order to complete their assessment tasks. To do this efficiently, they need to possess good IL skills. This article postulates that students� IL skills can be successfully fostered and enhanced if academics and academic librarians enter into a partnership to collaboratively develop students� IL skills. The article discusses an intervention at the University of the Western Cape, South Africa that entailed embedding IL skills in an academic literacies (AL) course offered to first-year students in the Faculty of Community and Health Sciences.
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    Initiating mobile phone technology using QR codes to access library services at the University of Cape Town
    (SAGE, 2013) Mohamed, Shehaamah
    This article reports on an innovative project which grew out of the desire to facilitate access to information using the Quick Response (QR) Code. Easily read by mobile phones with cameras, the QR Code provides a simple but effective means for library patrons to access library resources. The article explores the need to use the QR Code in the Brand van Zyl Law Library, University of Cape Town (UCT), for accessing academic library services. Although relatively new in South Africa, QR Codes have been used successfully by some local educational institutions. Against this background, the article reports on a needs analysis which was conducted at the Brand Van Zyl Law Library and recommends the accelerating use of QR Codes in the academic environment.