Marginalized Knowledge: An Agenda for Indigenous Knowledge Development and Integration with Other Forms of Knowledge
Table 5: Acquisition of skills to operate ICTs
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Table 5: Acquisition of skills to operate ICTs
5.4. Information seeking skills by using ICTs ICTs have had a profound influence on how individuals seek information. Moving away from having to rely on only paper-based sources, ICTs provide instant access to electronic and digitized paper-based information sources worldwide. Seeking information using these sources is, however, not always straightforward and easily attainable As is illustrated on table 6, it is encouraging to note that nearly half of the respondents (180; 49%) indicated that they are skilled enough to find the information they need either always or most of the time. However, the fact that 125 (34%) only sometimes found what they wanted, shows that there is a need to enhance information seeking skills. Table 6: Information seeking skills by using ICTs
5.5. Computer skills A computer is arguably the most efficient ICT tool for information storage, retrieval, and dissemination within the education environment. Because computers can be used to do assignments, store class or extra notes for later retrieval, retrieve information via the Internet or e-mail, and disseminate and communicate information, computer literacy should be expected from all learners. As reflected on table 7, most respondents (217; 59%) appear to have enough skills to be deemed computer literate, while 54 (15%) rated themselves as fairly computer literate. Since computers form the backbone of today’s information economy, it is imperative that those learners who indicated that they do not have the necessary skills (95; 30%) be provided with skills training before entering the workplace. Table 7: Computer skills
5.6. Use of computers for information retrieval The fact that an individual is computer literate does not necessarily indicate that he/she can look for and successfully retrieve information. Knowledge of data filing systems, the determination of useful keywords, and the construction of a search string, are all skills that determine the success or failure of information retrieval. Although it was mainly respondents from former Model C schools and private schools that indicated that they had information seeking and retrieval abilities using the Internet and e-mail, it was heartwarming to note that the more rural schools, such as Dlangezwa, Khula and Thanduyise also had access to these facilities, and their respondents felt mostly confident about their retrieval abilities, as can be seen in the next slide. Table 8 illustrates the results. Table 8: Utilization of computers for information seeking and retrieval
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