Journal Articles

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Browsing Journal Articles by Author "Msoffe, Grace E. P."

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    Assessing information literacy training of postgraduate students from input- process-output perspectives: A case of the University of Dodoma
    (Sage, 2023) Msoffe, Grace E. P.; Mongi, Hector J.; Buhomoli, Obadia S.
    The advancement of Information and Communication Technology (ICT) has changed the way information resources are accessed, evaluated, and used. The changes have necessitated new capabilities to utilise information resources effectively. Information Literacy (IL) programmes facilitate the acquisition of the necessary skills for accessing, evaluating, and using information resources in the digital era. Most of the studies on IL in Tanzania have focused on traditional practices with little or no consideration of contributing factors to the IL training outcomes in the digital era. This study assessed the IL training of postgraduate students at the University of Dodoma (UDOM) from an input-process-output perspective to ascertain the factors contributing to IL training outcomes. The study employed quantitative and qualitative approaches within input-process-output perspectives. Primary data (Qualitative) were collected using key informants’ interviews with postgraduate IL training organisers and facilitators working at UDOM. Secondary data (Quantitative) were collected from IL training reports from 2018 to 2022. The study findings show that most of the aspects of IL training from an input-process-output perspective were considered. The participants viewed the training input and processes as effective enough to transform their IL practices. However, the findings indicated that there were aspects that needed improvement. These included the training schedule and time allocation. The study recommends continuous review of the IL training programmes to ensure the necessary components of IL are considered for successful training outcomes. It is essential to consider the stakeholders’ needs in planning, organising, and conducting the IL training programmes for effective learning.
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    Assessing information literacy training of postgraduate students from input-process-output perspectives: A case of the University of Dodoma
    (SAGE Publications, 2023) Msoffe, Grace E. P.; Mongi, Hector J.; Buhomoli, Obadia S.
    The advancement of Information and Communication Technology (ICT) has changed the way information resources are accessed, evaluated, and used. The changes have necessitated new capabilities to utilise information resources effectively. Information Literacy (IL) programmes facilitate the acquisition of the necessary skills for accessing, evaluating, and using information resources in the digital era. Most of the studies on IL in Tanzania have focused on traditional practices with little or no consideration of contributing factors to the IL training outcomes in the digital era. This study assessed the IL training of postgraduate students at the University of Dodoma (UDOM) from an input-process-output perspective to ascertain the factors contributing to IL training outcomes. The study employed quantitative and qualitative approaches within input-process-output perspectives. Primary data (Qualitative) were collected using key informants’ interviews with postgraduate IL training organisers and facilitators working at UDOM. Secondary data (Quantitative) were collected from IL training reports from 2018 to 2022. The study findings show that most of the aspects of IL training from an input-process-output perspective were considered. The participants viewed the training input and processes as effective enough to transform their IL practices. However, the findings indicated that there were aspects that needed improvement. These included the training schedule and time allocation. The study recommends continuous review of the IL training programmes to ensure the necessary components of IL are considered for successful training outcomes. It is essential to consider the stakeholders’ needs in planning, organising, and conducting the IL training programmes for effective learning.
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    Information needs of poultry farmers in selected rural areas of Tanzania
    (Sage publication, 2016) Msoffe, Grace E. P.
    This study assessed the information needs of poultry farmers in three rural districts of Tanzania. Methodological triangulation was used. Data from questionnaires were triangulated with data from interviews and focus group discussions to validate quantitative with qualitative findings. The findings indicated that poultry farmers had varying information needs including poultry disease management, poultry protection, shelter for poultry and poultry production. The key sources of information used by famers were family, friends, neighbours, extension officers, researchers and radio. There was very low identification and prioritization of farmers’ information needs. The findings implied that information providers were not aware of the farmers’ information needs and as a result they disseminated information that would not satisfy farmers’ needs. The key issues that constrained information providers from identifying and prioritizing farmers’ needs were inadequate resources, unfavorable working conditions, lack of facilities, and inadequate support from the government. Understanding the information needs of poultry farmers is crucial to effectively satisfying the felt information needs. It is recommended that information providers should conduct regular assessments of information needs, and ensure the information disseminated takes farmers’ needs into consideration.
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    Information sources preference of poultry farmers in selected rural areas of Tanzania
    (Sage publication, 2017) Msoffe, Grace E. P.; Ngulube, Patrick
    This study focused on poultry farmers’ preference of information sources for accessing poultry management information in three rural districts of Tanzania. A mixed methods research design was deployed. Questionnaires and focus group discussions were used to collect quantitative and qualitative data respectively. Responses to the questionnaire which was administered by researchers in face-to-face meetings were received from 360 farmers, and 160 farmers participated in 16 focus group discussions. The study was carried out from July to December 2013 in nine selected villages in Tanzania. The findings indicate that farmers preferred interpersonal and informal sources. Source preferences were influenced by availability and accessibility of the information source. The results suggest that farmers preferred listening and talking, probably a result of the oral tradition prevailing in rural areas. It is also probable that farmers enjoy interpersonal sources because they allow a two-way communication, provide quick access, immediate feedback, ease of use, and convey information specific to their local situations. Further studies on development and changes in farmers’ information source preference are required in order to better address their current and future information needs.