The paper will be focusing solely on the undergraduate students in the law faculty with regards to their media literacy needs at Stellenbosch University.
Media literacy needs at Stellenbosch University with specific reference to La...Nambitha Manqola
This document discusses media literacy needs at Stellenbosch University, specifically for law students. It defines digital literacy and outlines the importance of students being able to critically search, identify, analyze, and judge online content. It also discusses Stellenbosch University's institutional information literacy framework and various media literacy models. The document notes that law students are required to have skills like understanding legal concepts, doing legal research, evaluating information legally, communicating effectively, and being computer literate. Finally, it discusses the university library's use of social media platforms like Facebook and Twitter to educate students and address their information needs, and the importance of librarians engaging with students on social media to apply media literacy principles.
MELC MIL 2 PPT Identify the similarities and differences between and among me...AdrianCatapat1
The document discusses competencies in identifying similarities and differences between media literacy, information literacy, and technology literacy. It includes 5 intended learning outcomes and provides guidance on activities, assessments, and references to help students meet those outcomes. The guide explains that students will apply concepts of media, information, and technology literacy through various individual and group activities assessing their understanding.
This project aimed to teach students about civic duty and public policymaking. Students researched issues, alternative policies, and created their own policy proposals and action plans to present to community leaders. The goals were for the project to be student-centered, inquiry-based, and simulate real-world policymaking. Students collaborated in groups, used technology, and received feedback throughout the project to help prepare them to participate in civic life upon turning 18.
Paper Presented in National Seminar on
Networking of Library and Information Centres of North East India in Digital Environment (NLICDE-2011)
(21-23 March 2011)ORGANISED UNDER THE AEGIS OF National Library, Kolkata
Ministry of Culture, Govt. of IndiaByOrganized by
Central Library, National Institute of Technology Silchar
The document defines and compares media literacy, information literacy, and technology literacy. It states that media literacy is the ability to access, analyze, evaluate, and create various forms of media. Information literacy is the ability to recognize when information is needed and locate, evaluate, and communicate it effectively. Technology literacy is the ability to responsibly and appropriately use technological tools. The document explains that these three literacies are combined as media and information literacy (MIL), which allows people to navigate media and information knowledgeably.
Digital citizenship challenges schools and teachers to teach students responsible use of new technologies and media. This includes protecting students' digital reputations by using privacy settings, considering intellectual property rights, and promoting ethical online behavior such as thinking before posting personal information. Teachers can help by modeling good digital citizenship and facilitating respectful online communities for students.
The document discusses integrating media literacy into classroom curriculum. It provides 6 ways to do so, such as having students evaluate media sources and their biases. It also discusses teaching media skills like reflecting on media consumption habits and identifying production techniques. Three approaches to teaching media literacy are outlined: media arts education, media literacy movement, and critical media literacy. The document gives examples of using media across subjects and assessing student media works with rubrics focusing on key media literacy concepts.
Media literacy needs at Stellenbosch University with specific reference to La...Nambitha Manqola
This document discusses media literacy needs at Stellenbosch University, specifically for law students. It defines digital literacy and outlines the importance of students being able to critically search, identify, analyze, and judge online content. It also discusses Stellenbosch University's institutional information literacy framework and various media literacy models. The document notes that law students are required to have skills like understanding legal concepts, doing legal research, evaluating information legally, communicating effectively, and being computer literate. Finally, it discusses the university library's use of social media platforms like Facebook and Twitter to educate students and address their information needs, and the importance of librarians engaging with students on social media to apply media literacy principles.
MELC MIL 2 PPT Identify the similarities and differences between and among me...AdrianCatapat1
The document discusses competencies in identifying similarities and differences between media literacy, information literacy, and technology literacy. It includes 5 intended learning outcomes and provides guidance on activities, assessments, and references to help students meet those outcomes. The guide explains that students will apply concepts of media, information, and technology literacy through various individual and group activities assessing their understanding.
This project aimed to teach students about civic duty and public policymaking. Students researched issues, alternative policies, and created their own policy proposals and action plans to present to community leaders. The goals were for the project to be student-centered, inquiry-based, and simulate real-world policymaking. Students collaborated in groups, used technology, and received feedback throughout the project to help prepare them to participate in civic life upon turning 18.
Paper Presented in National Seminar on
Networking of Library and Information Centres of North East India in Digital Environment (NLICDE-2011)
(21-23 March 2011)ORGANISED UNDER THE AEGIS OF National Library, Kolkata
Ministry of Culture, Govt. of IndiaByOrganized by
Central Library, National Institute of Technology Silchar
The document defines and compares media literacy, information literacy, and technology literacy. It states that media literacy is the ability to access, analyze, evaluate, and create various forms of media. Information literacy is the ability to recognize when information is needed and locate, evaluate, and communicate it effectively. Technology literacy is the ability to responsibly and appropriately use technological tools. The document explains that these three literacies are combined as media and information literacy (MIL), which allows people to navigate media and information knowledgeably.
Digital citizenship challenges schools and teachers to teach students responsible use of new technologies and media. This includes protecting students' digital reputations by using privacy settings, considering intellectual property rights, and promoting ethical online behavior such as thinking before posting personal information. Teachers can help by modeling good digital citizenship and facilitating respectful online communities for students.
The document discusses integrating media literacy into classroom curriculum. It provides 6 ways to do so, such as having students evaluate media sources and their biases. It also discusses teaching media skills like reflecting on media consumption habits and identifying production techniques. Three approaches to teaching media literacy are outlined: media arts education, media literacy movement, and critical media literacy. The document gives examples of using media across subjects and assessing student media works with rubrics focusing on key media literacy concepts.
ORIC Digital literacy and curriculum designoricproject
This document discusses digital literacy and how it can be supported in academic contexts. It defines digital literacy as having awareness, attitude, and ability to use digital tools to find, evaluate, analyze, and communicate information to enable social action. The document outlines key components of digital literacy including underlying skills, background knowledge, central competencies, and attitudes. It provides examples of how universities support digital literacy development through services, embedding it in curricula, and getting student perspectives on needed support. Case studies demonstrate research-informed approaches to fostering digital literacy.
The document discusses several approaches for journalism education programs to take regarding various topics. For storytelling, it recommends better defining it, considering whether it should be required or elective, increasing curriculum sharing, and gathering resources. For data journalism, it suggests teaching basic skills of finding and visualizing open data, as well as more advanced analysis. For PR and spin, it advises transparency on the journalism/PR relationship, raising awareness of PR influence, and teaching PR techniques without being used by PR.
1. The document discusses key concepts related to media and information literacy such as media, information, media literacy, information literacy, and technology literacy.
2. It provides learning tasks that involve reflecting on personal media use, imagining a world without technology, analyzing news items, creating a Venn diagram comparing literacies, and designing a media framework as a journalist.
3. The goals are to help learners understand how communication is influenced by media, identify similarities and differences between types of literacy, and discuss responsible use of media and information.
This document is a daily lesson log for a Grade 12 Media and Information Literacy class taught from September 5-8. Over the four days, the lessons introduce the topics of media and information literacy, the elements of communication, transmission models, and the similarities and differences between media literacy, information literacy, and digital literacy. Learning activities include discussions, group and individual activities, and the use of graphic organizers. The teacher reflects on what teaching strategies were effective, any difficulties encountered, and any localized materials or innovations that could be shared with other teachers.
This document provides a daily lesson plan for a Grade 12 class on media and information literacy. The plan covers defining key concepts such as media literacy, information literacy, and technology literacy. Students will create a log of their weekly media use and interactions. They will discuss the value of being literate in media and information. The lesson involves motivating students by having them log their media use, introducing learning objectives, providing instruction on media definitions and fake news, and evaluating student understanding through group discussions.
Information Literacy: the 21st Century Skills PLAI STRLC
Paper presented during the PLAI-STRLC Regional Conference on Promoting Information Literacy for Lifelong Learning, September 25, 2006 at Capuchin Retreat Center, Lipa City, Batangas
1) The document defines media literacy as the set of knowledge, skills, and habits required to fully participate in contemporary media-saturated society.
2) It discusses media literacy as a lifelong learning process that involves inquiry, viewing/listening skills, credibility analysis, collaboration, and other competencies.
3) The importance of media literacy is explained as an expanded form of literacy, a way to protect from harmful media, to advance citizenship, and critique institutional power.
This document provides the course syllabus for LIT1: Society and Literature. It outlines the course information, including the course code, title, credits, and schedule. It then lists the university's vision, mission, quality policy, and institutional and program outcomes. The course description explains that students will analyze seminal philosophical and literary texts dealing with state-building and social issues. The course is organized around 5 themes: Growing Up/Growing Older, Women and Men, Money and Work, Peace and War, and Varieties of Protest. Literary works will provide perspectives on experiences within these themes. The course outcomes are mapped to program outcomes. The learning plan details topics, hours, activities, materials and assessments for each theme.
This document discusses the development of an information literacy policy for Scotland. It begins by reviewing definitions of information literacy and past initiatives. It then discusses questions around what an information literacy policy is, who should create it, and how it relates to other policy areas. The document advocates for developing partnerships across sectors, conducting research, and creating a community of practice to share resources and advocate for information literacy. The overall goal is to establish a national framework for information literacy that spans education and lifelong learning.
A staff development prorgram for the teachers in the Philadelphia Public School made by Renee Hobbs, Kelly Mendoza, Sherri Hope Culver, Jiwon Yoon, Mike Robb Grieco and Tanya Jackson
The document discusses information literacy and its importance in social science research. It describes a workshop conducted by Delhi University Library System (DULS) to promote information literacy among university students and faculty. The workshop aimed to acquaint participants with using internet resources, subscribed databases, and search techniques for academic pursuits and research in social sciences. It covered topics like important e-resources, orientation to databases, and hands-on practice. The overall goal was to help users effectively evaluate, organize and communicate information as needed for research.
This document proposes incorporating active citizenship education into high school classrooms to better prepare students for the 21st century. It outlines challenges like the focus on standardized testing and students needing different skills than previous generations. The proposal argues active citizenship can help students meet academic standards while learning critical life lessons. An ideal program would be student-centered, involve learning through doing, use flexible groupings, incorporate higher-order thinking, be interdisciplinary, involve collaboration, use performance assessments, integrate technology, and teach students to learn how to learn. It provides sample timelines, objectives, resources, and assessments for implementing an active citizenship curriculum. The goal is to ultimately publish and market the approach to other schools.
This document discusses information literacy competencies. It defines competency and information literacy competency, outlining that competency involves knowledge, skills, and attitudes. It describes the Association of College and Research Libraries' five information literacy competency standards for higher education. The document also discusses measures to improve information literacy in India, including integrating information literacy into education, establishing forums, and conducting programs through groups like libraries and the government's education initiatives.
This document provides an introduction to media and information literacy. It defines key concepts such as communication, media literacy, information literacy, and technology literacy. It also explains how media and information affect communication. Media and information literacy is introduced as the ability to engage effectively with media and information through critical thinking and lifelong learning skills. The document outlines learning objectives and topics to be covered, including communication models and the roles of media and information. Formative assessments are provided to check understanding.
Digital Literacy and Libraries: What's Coming NextRenee Hobbs
Renee Hobbs explores the future of libraries through the lens of digital literacy in this talk to the Massachusetts Commonwealth Consortium of Libraries in Public Higher Education Institutions.
Bridging the information literacy gap between university and professional pra...Siobhán Dunne
This document summarizes Siobhán Dunne's presentation on bridging the information literacy gap between university and professional practice. The presentation discusses embedding information literacy skills into the Journalism degree program at Dublin City University. It outlines graduate attributes focused on developing a sophisticated approach to sourcing, organizing, evaluating and using information. The presentation also describes creating online tutorials and assignments to teach advanced research techniques and evaluating information sources. Feedback from journalism lecturers and students showed the resources improved research skills and prepared students for professional practice.
The document provides information about the objectives and curriculum of a Post Graduate Diploma program in Advertising and Public Relations. Some of the key details summarized are:
- The program aims to provide both conceptual learning and hands-on training in areas such as advertising, public relations, marketing research, and communication skills.
- It is divided into two semesters with the first focusing on concepts and the second on practical group projects, individual research projects, and a one-month industry internship.
- Some papers and topics covered include communication theory, marketing, advertising principles, media planning, creativity, public relations, digital marketing, and consumer behavior.
- Assessment involves both theoretical and practical components with group
School libraries provide students with access to information and resources that foster reading, inquiry skills, and learning beyond the classroom. Information literacy involves skills that enable lifelong learning, including determining information needs, accessing and evaluating information critically and ethically. Models for teaching information literacy, like the Big6 process, provide frameworks to help students solve information problems by defining tasks, seeking, locating, using, synthesizing, and evaluating information. The goal is for students to develop capabilities to evaluate and use information throughout their lives.
This document outlines a 4-day lesson plan on media and information literacy. The lesson objectives are to describe how communication is affected by media/information, appreciate communication as a basic need, and share personal media habits. Day 1 activities include a media use log and discussion. Day 2 imagines a future without technology to analyze communication impacts. Day 3/4 involves analyzing pictures to identify messages and lessons. Key concepts covered are literacy definitions, the roles of media and information, and characteristics of responsible users and producers. Students are evaluated through essays and a media design framework assignment.
ORIC Digital literacy and curriculum designoricproject
This document discusses digital literacy and how it can be supported in academic contexts. It defines digital literacy as having awareness, attitude, and ability to use digital tools to find, evaluate, analyze, and communicate information to enable social action. The document outlines key components of digital literacy including underlying skills, background knowledge, central competencies, and attitudes. It provides examples of how universities support digital literacy development through services, embedding it in curricula, and getting student perspectives on needed support. Case studies demonstrate research-informed approaches to fostering digital literacy.
The document discusses several approaches for journalism education programs to take regarding various topics. For storytelling, it recommends better defining it, considering whether it should be required or elective, increasing curriculum sharing, and gathering resources. For data journalism, it suggests teaching basic skills of finding and visualizing open data, as well as more advanced analysis. For PR and spin, it advises transparency on the journalism/PR relationship, raising awareness of PR influence, and teaching PR techniques without being used by PR.
1. The document discusses key concepts related to media and information literacy such as media, information, media literacy, information literacy, and technology literacy.
2. It provides learning tasks that involve reflecting on personal media use, imagining a world without technology, analyzing news items, creating a Venn diagram comparing literacies, and designing a media framework as a journalist.
3. The goals are to help learners understand how communication is influenced by media, identify similarities and differences between types of literacy, and discuss responsible use of media and information.
This document is a daily lesson log for a Grade 12 Media and Information Literacy class taught from September 5-8. Over the four days, the lessons introduce the topics of media and information literacy, the elements of communication, transmission models, and the similarities and differences between media literacy, information literacy, and digital literacy. Learning activities include discussions, group and individual activities, and the use of graphic organizers. The teacher reflects on what teaching strategies were effective, any difficulties encountered, and any localized materials or innovations that could be shared with other teachers.
This document provides a daily lesson plan for a Grade 12 class on media and information literacy. The plan covers defining key concepts such as media literacy, information literacy, and technology literacy. Students will create a log of their weekly media use and interactions. They will discuss the value of being literate in media and information. The lesson involves motivating students by having them log their media use, introducing learning objectives, providing instruction on media definitions and fake news, and evaluating student understanding through group discussions.
Information Literacy: the 21st Century Skills PLAI STRLC
Paper presented during the PLAI-STRLC Regional Conference on Promoting Information Literacy for Lifelong Learning, September 25, 2006 at Capuchin Retreat Center, Lipa City, Batangas
1) The document defines media literacy as the set of knowledge, skills, and habits required to fully participate in contemporary media-saturated society.
2) It discusses media literacy as a lifelong learning process that involves inquiry, viewing/listening skills, credibility analysis, collaboration, and other competencies.
3) The importance of media literacy is explained as an expanded form of literacy, a way to protect from harmful media, to advance citizenship, and critique institutional power.
This document provides the course syllabus for LIT1: Society and Literature. It outlines the course information, including the course code, title, credits, and schedule. It then lists the university's vision, mission, quality policy, and institutional and program outcomes. The course description explains that students will analyze seminal philosophical and literary texts dealing with state-building and social issues. The course is organized around 5 themes: Growing Up/Growing Older, Women and Men, Money and Work, Peace and War, and Varieties of Protest. Literary works will provide perspectives on experiences within these themes. The course outcomes are mapped to program outcomes. The learning plan details topics, hours, activities, materials and assessments for each theme.
This document discusses the development of an information literacy policy for Scotland. It begins by reviewing definitions of information literacy and past initiatives. It then discusses questions around what an information literacy policy is, who should create it, and how it relates to other policy areas. The document advocates for developing partnerships across sectors, conducting research, and creating a community of practice to share resources and advocate for information literacy. The overall goal is to establish a national framework for information literacy that spans education and lifelong learning.
A staff development prorgram for the teachers in the Philadelphia Public School made by Renee Hobbs, Kelly Mendoza, Sherri Hope Culver, Jiwon Yoon, Mike Robb Grieco and Tanya Jackson
The document discusses information literacy and its importance in social science research. It describes a workshop conducted by Delhi University Library System (DULS) to promote information literacy among university students and faculty. The workshop aimed to acquaint participants with using internet resources, subscribed databases, and search techniques for academic pursuits and research in social sciences. It covered topics like important e-resources, orientation to databases, and hands-on practice. The overall goal was to help users effectively evaluate, organize and communicate information as needed for research.
This document proposes incorporating active citizenship education into high school classrooms to better prepare students for the 21st century. It outlines challenges like the focus on standardized testing and students needing different skills than previous generations. The proposal argues active citizenship can help students meet academic standards while learning critical life lessons. An ideal program would be student-centered, involve learning through doing, use flexible groupings, incorporate higher-order thinking, be interdisciplinary, involve collaboration, use performance assessments, integrate technology, and teach students to learn how to learn. It provides sample timelines, objectives, resources, and assessments for implementing an active citizenship curriculum. The goal is to ultimately publish and market the approach to other schools.
This document discusses information literacy competencies. It defines competency and information literacy competency, outlining that competency involves knowledge, skills, and attitudes. It describes the Association of College and Research Libraries' five information literacy competency standards for higher education. The document also discusses measures to improve information literacy in India, including integrating information literacy into education, establishing forums, and conducting programs through groups like libraries and the government's education initiatives.
This document provides an introduction to media and information literacy. It defines key concepts such as communication, media literacy, information literacy, and technology literacy. It also explains how media and information affect communication. Media and information literacy is introduced as the ability to engage effectively with media and information through critical thinking and lifelong learning skills. The document outlines learning objectives and topics to be covered, including communication models and the roles of media and information. Formative assessments are provided to check understanding.
Digital Literacy and Libraries: What's Coming NextRenee Hobbs
Renee Hobbs explores the future of libraries through the lens of digital literacy in this talk to the Massachusetts Commonwealth Consortium of Libraries in Public Higher Education Institutions.
Bridging the information literacy gap between university and professional pra...Siobhán Dunne
This document summarizes Siobhán Dunne's presentation on bridging the information literacy gap between university and professional practice. The presentation discusses embedding information literacy skills into the Journalism degree program at Dublin City University. It outlines graduate attributes focused on developing a sophisticated approach to sourcing, organizing, evaluating and using information. The presentation also describes creating online tutorials and assignments to teach advanced research techniques and evaluating information sources. Feedback from journalism lecturers and students showed the resources improved research skills and prepared students for professional practice.
The document provides information about the objectives and curriculum of a Post Graduate Diploma program in Advertising and Public Relations. Some of the key details summarized are:
- The program aims to provide both conceptual learning and hands-on training in areas such as advertising, public relations, marketing research, and communication skills.
- It is divided into two semesters with the first focusing on concepts and the second on practical group projects, individual research projects, and a one-month industry internship.
- Some papers and topics covered include communication theory, marketing, advertising principles, media planning, creativity, public relations, digital marketing, and consumer behavior.
- Assessment involves both theoretical and practical components with group
School libraries provide students with access to information and resources that foster reading, inquiry skills, and learning beyond the classroom. Information literacy involves skills that enable lifelong learning, including determining information needs, accessing and evaluating information critically and ethically. Models for teaching information literacy, like the Big6 process, provide frameworks to help students solve information problems by defining tasks, seeking, locating, using, synthesizing, and evaluating information. The goal is for students to develop capabilities to evaluate and use information throughout their lives.
This document outlines a 4-day lesson plan on media and information literacy. The lesson objectives are to describe how communication is affected by media/information, appreciate communication as a basic need, and share personal media habits. Day 1 activities include a media use log and discussion. Day 2 imagines a future without technology to analyze communication impacts. Day 3/4 involves analyzing pictures to identify messages and lessons. Key concepts covered are literacy definitions, the roles of media and information, and characteristics of responsible users and producers. Students are evaluated through essays and a media design framework assignment.
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Media literacy needs at Stellenbosch University with specific reference to Law students
1. Media literacy needs at
Stellenbosch University with
specific reference to Law
students
2. Media literacy
Academic libraries are effectively plan and market their services by identifying
the value users perceive in their services and in their social media
communications about those services.
According to Reyna et al. 2018, media literacy capable students must be able to
critically search, identity, analyse and judge online content for credibility (Reyna
et al. 2018).
Alexander et al. (2016, p.1) defines digital literacy as “not just understanding
how a tool works but also why it is useful in the real world and when to
use it.”
9. Media literacy needs in LLB Curriculum
and Competencies
“LLB degree are required. In summary, these outcomes are:
1. The student must have the ability to understand and analyse fundamental
concepts;
2. The student must have the skill to do effective legal research;
3. The student must have the ability to critically evaluate information from a
legal perspective;
4. The student must have the ability to communicate effectively;
5. The student must have the ability to solve all kinds of legal problems;
6. The student must be able to work effectively in a group;
7. The student must be computer literate;
8. The student must be able to effectively manage his legal professional
activities;
9. The student must have the ability to contribute to the promotion of a just
society; and” …. - Du Plessis (2008)
14. Social media platfoms
All accounts have a link to the
subject specific library guide.
Posts are geared at educating,
creating awareness, and
highlighting certain functions of
databases and other legal
resources to address information
needs.
20. Lessons Leant & Conclusion
Therefore librarians must be familiar with the social media environments and
engagement in depth with their clients. In order to be able to apply fruitfully the
principles of media literacy.
The role of the librarian is not stagnant, its dynamic in its nature and needs to
be embedded and revolve around the student-life-curriculum.
Stellenbosch is over 100 years in existence, but when it comes to service we
are young at heart.
Note: Media Literacy accommodates Critical use of non-textual communication formats + Critical Analysis
Reference: https://informationliteracyspaces.wordpress.com/2017/05/04/the-feekery-information-literacy-model/
Reference: https://www.jisc.ac.uk/guides/developing-digital-literacies
Media Literacy – Training, workshops
Communications and Collaboration – Collaboration between library staff and faculty
Career & Identity – Orchid, Research Week (a ploy to motivate undergraduates in their final year to also embark on postgraduate studies. They get introduced to research and other elements.
ICT Literacy – Personal / group trainings for accessing library resources on any internet based device. Also, how to format assignments, CV’s, converting different document formats.
Learning Skills – How to Videos, libguides (generic and subject specific focusing on search strategies, navigating e-books), training manuals - i.e. Mendeley
Digital scholarship – Research Data Management (https://scholardata.sun.ac.za/), databases (updates and special functionalities), researchgate, orchid (NRF compulsory), mendeley
Information Literacy – library generic trainings [how to use SUNsearch, subject specific [i.e. constitutional law training]
“As Pillay and MacFarlane observed in 2001 already, ‘If you’re not online, you’re heading for oblivion.
For public and private education institutions, whether traditionally contact or distance, this is the clear message.” It is of an imperative nature that in order to survive, pass and excel one needs to be digitally literate Blended learning has been described by a recent study at the Institute of Computational Science in Zurich, Switzerlands as a “mix of old and new best practices in education”. The study then explains blended learning as follows: An instructor supports blended learning if he or she includes in the Digital literacy programs support self-controlled instruction (e.g. e-learning material), that is curriculum integrated.
“Blended learning is a “mix of old and new best practices in education”.
The curriculum socially supported interaction (e.g. classroom instruction), self-controlled instruction (e.g. e-learning material), assessment feedback to students and instructor, and applies to all of them the same instructional strategy to define the targeted competence level.”
The Library supports blended learning and foresters digital literacy. Students need to be able to find the correct legal information that is up to date. i.e. difference between sunsearch and libguides, distinguish between legal material online example difference between a case law and legislation…….. Libguides being the one stop shop for all legal material the library has access too.
“A lawyer is as good as his reference.” - Bradley, Law Coordinator at Stellenbosch University
Make sure to add Youtube Stelbib Account + Stats
NB: As compared to other subject areas there is only one Libguide for law and it’s the most viewed.
Generic LLB one – where students are introduced to libguides and SUNsearch
Subject Specific – Constitutional Law Training, i.e. Juta has Bill of Rights Handbook
Accounts are updated to reflect the views and norms of society i.e. banner was changed to support womens month,
Notes: We as the librarians we realized that our clients are spread out over the three most popular social media platforms mainly, Twitter, FB, Instagram. Interesting to note that, the Gen Y are categorizing FB as a thing for adults, because of the manner in which information is exchanged, hence fb keeps on optimizing
Structure of posting: we post content that is related to the library, promote libguides, training, interested legal information and aspects, we also partake in current affairs and awareness i.e. women’s month we profiled the lectures at the department and posted their SUNshcolar link to publications.