Gender Discrepancies through the College Years

The purpose of this study is to explore incidents of cyberbullying among library and information science (LIS) students at Delta State University, Abraka, Nigeria. Descriptive survey research design was adopted in this study. This design was adopted because it would permit the researchers to investigate the current status of the incidents of cyberbullying among library and information science students at Delta State University, Abraka and did not involve manipulation of variables. The population and sample of this study consisted of year three undergraduate library and information science student of Delta State University, Abraka, Nigeria. This is made of 80 students in 2013/2014 academic session. The questionnaire was used as instrument of data collection. Frequency counts and percentage were used for data analysis. The study revealed that 80% of the students have knowledge of cyberbullying; 80% of them have been cyberbullied; the types of cyberbullying experienced include harassment, flaming, masquerade, denigration, exclusion, outing and trickery, and cyberstalking in that order; 40.6% of the students were cyberbullied via Facebook, 37.5% via cell phone, 31.3% chat room, 21.9% via instant messaging, 14.1% e-mail; 35.9% of them perceived perpetrators of the cyberbullying to be friends, 25 anonymous/don't know, 23.4% ex-lover, 15.6% course mate; the effects of cyberbullying on the students are anger (40.6%), low self-esteem (25%), depression (21.9%), low academic performance (20.3%), school phobia (15.6%). This study provided primary data on students and cyberbullying in a developing country. The findings would enable educational authorities to know the status of cyberbullying among university students, which would help them to educate the students on the issues involved and plan intervention actions that will assist the students to deal with experience of cyberbullying.

"Perceptions of Library Use on Thesis Writing Motivation of Library and Information Science Students at Padang State University." Thesis. Library and Information Science Study Program, Department of Information and Library Science, Faculty of Languages and Arts, Padang State University. This research was motivated by the lack of motivation to use the library in looking for reading materials for thesis writing within the Padang State University environment. Most students look for references more from the internet such as Google Scholar and the UNP digital library than from the library, resulting in fewer library visits at the Faculty of Languages and Arts. This research aims to describe the perception of library use on the motivation for writing a thesis for Library and Information Science students at Padang State University. This research is quantitative research. The population in this study was 97 people and the sample for this study was 50 Library and Information Science students at Padang State University using a simple random sampling technique using the Slovin formula. The analysis of this research uses the T test. The results of this research show (1) Perception of library utilization of Padang State University Library and Information Science students in the Good category (2) Padang State University Library and Information Science student's thesis writing motivation in the Good category (3) Library utilization has a significant effect on student thesis writing motivation Padang State University library and information science.

The purpose of the study is to investigate the effect of social media addiction on academic performance of undergraduate students in universities in Nigeria. The study adopted a quantitative research method. Online questionnaire was developed by the researchers using Google form to collect data from 1,239 LIS students in Nigerian Universities. The study found that WhatsApp, Facebook, YouTube and Twitter are the commonly used social media tools by the students of Library and Information Science in Nigerian universities. The students mostly used the social media tools for the purpose of entertainment & fun, and social communications (e.g birthdays). The study also revealed that the majority of the students agree and strongly agree to the statements which show their level of social media addiction. The majority of the students agree that the time they spend on social media affect their school grades. The findings of the paper will inform the management of universities, lecturers, university authorities, healthcare practitioners, library staff, library directors, researchers and parents to take rectification measures to avoid facing the perils of social media addiction. The high prevalence of social media addiction among students therefore calls for university authorities to develop a policy on the use of social media among students.

Objectives – The objectives of this study were to establish the level of computer utilization skills of Makerere University (Uganda) Library and Information Science (LIS) students; to determine the use of electronic information resources by LIS students; to determine the attitudes of LIS students towards electronic information resources; and to establish the problems faced by LIS students in accessing electronic information resources. 
 
 Methods – A questionnaire survey was used for data collection. 
 
 Results – The majority of Library and Information Science students at Makerere University depend on university computers for their work, and very few of them access the library’s e-resources. The few who access e-resources are self-taught. The majority of students surveyed were unaware of Emerald and EBSCO databases relevant to Library and Information Science students, and they found accessing e-resources time-consuming. 
 
 Conclusion – The study concluded that a concerted effort is needed by both LIS lecturers and university librarians in promoting use of the library’s electronic resources.

In the first years of the 21st century a lot of educative innovation has been developed. One of the most relevant innovations for higher education institutions are the Massive Open On-line Courses (MOOC). In the field of Computer and Information Sciences, a lot of MOOC have been performed. In this paper we analyze the courses that are available in Coursera, one of the most popular platforms for delivering MOOC. Our intention is to assess to which extent the subjects suggested for the careers of Computer and Information Sciences are covered by the courses in Coursera. Despite the fact that are many courses in certain subjects, our results show that some subjects are not very well covered. Another conclusion that can be elicited from our analysis is that there are strong relationships among the courses that are available in Coursera. Key Words Massive Open On-line Courses (MOOC), Distance education, Computer Science.

Under the current social development, combined with the requirement of improving the ability of practical, the quality of the information and computer science students must be improved. Combined with the design research of information and computer science innovative laboratories, the methods for cultivating of innovative talents are also explored.

This study explores the use of ChatGPT among Library and Information Science (LIS) students at the University of Delhi. A structured online survey with 13 questions (both closed and open-ended) was conducted via Google Forms in March 2024. The survey link was shared through the official WhatsApp group for BLISc and MLISc students of the University of Delhi’s Department of Library and Information Science, as well as individually through personal WhatsApp accounts of the 2023-2024 academic year, yielding a 79.36 % response rate from 100 participants. Descriptive statistical analysis of the data revealed that ChatGPT is widely recognised. Students primarily use ChatGPT for assignments, valuing its free access, quick responses, and idea-generation capabilities. Most respondents find its information somewhat accurate (61.9 %), and 66 % are likely to recommend it for academic purposes. The most cited advantage (67 %) is its free, 24/7 availability. However, 56.3 % are concerned about over-reliance on AI. Additionally, 89.7 % note the absence of institutional policies on AI use, and 85.6 % have yet to receive faculty recommendations to use ChatGPT for academic or research work to ensure academic and research integrity. The findings will aid the university in developing policies to integrate AI tools in academia effectively.

In the modern era, libraries have evolved beyond merely housing printed materials, becoming centers of dynamic knowledge and information. This transformation is particularly evident in the increased prominence of non-book materials, which are crucial for disseminating up-to-date information and fostering new knowledge. This study investigates the challenges faced by Bachelor of Library and Information Science (BLIS) students at Tagoloan Community College in cataloging non-book materials. Using a mixed-method approach, the research combines quantitative data from structured questionnaires with qualitative insights from focus group discussions to comprehensively understand the difficulties encountered. The study identified significant challenges faced by BLIS students in cataloging non-book materials, particularly in mastering rules and punctuation. The majority of students achieved a satisfactory proficiency level, though a small percentage indicated room for improvement. Accuracy varied, highlighting both strengths and weaknesses in their cataloging skills. A strong positive correlation (0.87) between difficulties and academic performance suggests that these challenges significantly impact students’ success. Focus group discussions further revealed issues with material structure, outdated tools, inadequate ICT skills, and academic overload.

As the librarian's traditional roles undergo significant changes reflecting the transition from the world of print to the digital world, we focus on Israeli LIS (Librarianship and Information Science) students' responses to these changes. Our study examined the attitudes and perceptions of 180 Israeli students regarding the relationship between librarianship and information science as professions, the roles of librarians and information scientists, potential places of employment for librarians and information scientists, comparative status and prestige of librarians and information scientists and finally, students own individual career preferences. Although most students believed that both professions are related, they attributed higher status and prestige to information science. Information science was also perceived as more highly associated with computer technologies. In general, students aspired to be information scientists. As future representatives of their professions in both private and public work settings, their attitudes and preferences will undoubtedly affect the nature of the profession. The present study is significant in a period of transition as schools of librarianship and information science modify their curricula and cope with the technological innovations impacting the traditional nature of librarianship.

PurposeThe purpose of this paper is to find out what the Greek library and information science (LIS) students want from their studies concerning the use of Web 2.0 in education. Based on the results of this study, this paper will seek to identify problems and propose solutions that will tackle students' needs and improve the quality of their studies.Design/methodology/approachA web‐based questionnaire was distributed to students of the Library Science and Information Systems (LSIS) Department of ATEI of Thessaloniki, Greece. Students had to answer 61 questions, divided into ten sections about Web 2.0 tools. First, they were asked to state the knowledge and personal experience on Web 2.0 tools and then to express their views for the LIS curriculum and the use of Web 2.0. Interviews with four members of staff from the LSIS Department were followed in order to review the research findings and express their views concerning Web 2.0 and LIS education.FindingsThis research revealed that most of the students are aware of the majority of Web 2.0 tools. Thus, they are willing to attend training concerning Web 2.0 because they believe this will enrich their knowledge on the subject. Blogs and wikis are the first choices of the tools they would like to learn about. Students believe that computer scientists are more qualified to teach Web 2.0 tools, while some respond that cooperation between librarians and computer scientists will be to the benefit of the profession. As advantages of using Web 2.0 they name acquiring new knowledge and facilitation with the assignments. The faculty staff have positive views introducing Web 2.0 tools in classes as a way of communicating with students but they feel that it is too early for these tools to play a learning role in LIS teaching.Originality/valueThe implementation of Web 2.0 in schools, especially LIS departments, is very important nowadays. There are only a few studies about Web 2.0 in Greece. This study will help LIS faculty to understand students' needs about Web 2.0 in order to improve their units and LIS curriculum and adopt Web 2.0 applications to their classes. On the other hand this research records for the first time the views of the Greek faculty members concerning Web 2.0 and social networks.

The Hypertext 2015 Doctorial Consortium session is held the first day of the 26th ACM Conference on Hypertext and Social Media. It offers Ph.D. students an opportunity to present their ongoing research towards obtaining a Ph.D. degree in the disciplines related to the conference, mostly in Computer and Information Sciences but not limited to them. The themes of the submissions are strongly connected to the research tracks of this year's conference: Digital Connectivity, Data Connectivity and Digital Humanities. The Digital Connectivity track targets developing insights into the mechanisms of information generation and dissemination, characterization of evolutionary processes on online social networks, and studies of models and systems that support these processes. The second track, Data Connectivity, deals with the methods, techniques and technologies that can be used to make data available on the Web, with a special focus on how heterogeneous data sources can be connected to each other. Finally, the track of Digital Humanities seeks to attract work from an interdisciplinary perspective, on the intersection between computer science on one hand, and the humanities and social sciences on the other. During the DC session, students receive constructive feedback from their peers and from a panel of mentors to support them in envisioning added-value contributions to the state-of-the-art research in Hypertext and Social Media. The consortium session is open to all doctorial students by application. Each submission was reviewed by three senior researchers in the topics the students made their submissions. The DC session is aimed in particular at students who have defined a dissertation topic but are still more than one year from graduating at the time of application in order to obtain benefits from feedback. This year, the committee has accepted three contributions to be presented during the Doctorial Consortium session: Automated Methods for Identity Resolution in Heterogeneous Social Platforms by Paridhi Jahin. In this work, connected to the digital and data connectivity tracks of the conference, the author proposes novel methods to search and link user identities scattered across heterogeneous social networks. The methods consider carefully users' privacy, so they are designed to access only public and historic data. The evaluation is proposed on large datasets over multiple platforms to prove their significance in identity resolution of an online user. Language Innovation and Change in On-line Social Networks by Daniel Kershaw. As a fundamental aspect for human communication, this research focuses on forecasting online language change through the use of predictive and descriptive methodologies. This work is framed within structuration theory which helps the researcher in structuring the analysis of the dynamics of language (re)production - i.e. by the agent (user), the social structure and their interplay. A Framework to Provide Customized Reuse of Open Corpus Content for Adaptive Systems by Mostafa Bayomi. This work deals with issues of reusability of contents on adaptive systems. Adaptive systems tailor content specific to user's needs, but they face two big problems: (a) they use a closed corpus content that has been prepared for them a priori, and (b) the content is tightly coupled with other parts of the system, which hinders its reusability. This work presents a proposal that leverages the semantic web by extending an existing content provision system, Slice-pedia.

Computer science is a fast-growing field in today’s digitized age, and working in this industry often requires creativity and innovative thought. An issue within computer science education, however, is that large introductory programming courses often involve little opportunity for creative thinking within coursework. The undergraduate introductory programming course (CS1) is notorious for its poor student performance and retention rates across multiple institutions. Integrating opportunities for creative thinking may help combat this issue by adding a personal touch to course content, which could allow beginner CS students to better relate to the abstract world of programming. Research on the role of creativity in computer science education (CSE) is an interesting area with a lot of room for exploration due to the complexity of the phenomenon of creativity as well as the CSE research field being fairly new compared to some other education fields where this topic has been more closely explored.To contribute to this area of research, this article provides a literature review exploring the concept of creativity as relevant to computer science education and CS1 in particular. Based on the review of the literature, we conclude creativity is an essential component to computer science, and the type of creativity that computer science requires is in fact, a teachable skill through the use of various tools and strategies. These strategies include the integration of open-ended assignments, large collaborative projects, learning by teaching, multimedia projects, small creative computational exercises, game development projects, digitally produced art, robotics, digital story-telling, music manipulation, and project-based learning. Research on each of these strategies and their effects on student experiences within CS1 is discussed in this review. Last, six main components of creativity-enhancing activities are identified based on the studies about incorporating creativity into CS1. These components are as follows: Collaboration, Relevance, Autonomy, Ownership, Hands-On Learning, and Visual Feedback. The purpose of this article is to contribute to computer science educators’ understanding of how creativity is best understood in the context of computer science education and explore practical applications of creativity theory in CS1 classrooms. This is an important collection of information for restructuring aspects of future introductory programming courses in creative, innovative ways that benefit student learning.

Generating interest in specialized areas of Computer Science (CS) is one of the goals of the department of Computer and Information Science at Spelman College as with most departments. Achieving this goal in a new, exciting, and innovative manner provided the inspiration to establish the Spelman College Computer Science Olympiad (SC CS Olympiad). The SC CS Olympiad is patterned after the Olympics athletic event. Students participate in the Olympiad as a part of a team as with the Olympics. In addition, there are several events for competition as there are in the Olympics. The events are designed to expose students to the interesting breadth of CS over several days. In this paper, the events are in the following categories: Cryptography, Robotics, Website Design, Hardware and Software Integration, and Programming. Teams use their CS knowledge and problem-solving skills to complete hands-on exercises in each area. Each teams receives points based on the quality of their results from the exercise. In this paper, we present the implementation, results, and future directions of the Spelman College Computer Science Olympiad.

The change in the English computing curriculum and the shift towards computer science (CS) has been closely observed by other countries. Female participation remains a concern in most jurisdictions, but female attainment in CS is relatively unstudied. Using the English national pupil database, we analyzed all exam results (n = 5,370,064) for students taking secondary school exams in 2016, focusing on those students taking GCSE CS (n = 60,736), contrasting this against ICT (n = 67,359). Combining gender with ethnicity and the IDACI poverty indicator, we find that females from the poorest areas were more likely to take CS than those from the richest areas and that CS was more popular among ethnic minority females than white females. ICT was far more equitable for females and poorer students than CS. CS females typically got better grades than their male peers. However, when controlling for average attainment in other subjects, males got 0.31 of a grade higher. Female relative underperformance in CS was most acute among large female cohorts and with girls studying in mixed-gender schools. Girls did significantly better than boys in English when controlling for CS scores, supporting theories around female relative strengths lying outside STEM subjects. The move to introduce CS into the English curriculum and the removal of the ICT qualifications look to be having a negative impact on female participation and attainment in computing. Using the theory of self-efficacy, we argue that the shift towards CS might decrease the number of girls choosing further computing qualifications or pursuing computing as a career. Computing curriculum designers and teachers need to carefully consider the inclusive nature of their computing courses.

Social media has rapidly revolutionized the information and communication domain in the world. The applicability of social media in the academic sphere is occasioned by prospects and challenges. Consequently, it has created a bone of contention within the academic realm. The study therefore reviewed social media applications and their preferential utilization by university students in knowledge sharing. This study seeks to address the research problem; the university management has endeavored in connecting the institutions with the outside world through developing information communication and technological (ICT) infrastructures. However, little is known on how students use new media technologies for academic purposes. The study adopted a descriptive research design, where closed-ended questionnaires were distributed to the respondents. The respondents comprised of 103 students in the University of Kabianga, school of information science and knowledge management. The research revealed that students use social media majorly for entertainment purposes. Subsequently, it realized that the new media affect university students both positively and negatively but without authentic studies locally. It is hoped that this study will shade more light than darkness into the application of new media formats in learning at Kenyan universities. This will open new avenues of knowledge sharing and networking for maximum utilization of mined and captured information within the academic corridors.