Data Collection at the Lagos State National Youth Service Corpse (NYSC) Orientation Camp

At the Lagos State NYSC camp after receiving the first few completed questionnaires

It is really nice to be home (Nigeria) again after spending a few years studying in United Kingdom. I am most grateful to the state coordinator who granted me the permission to carry out part of my PhD research in the camp. My gratitude also goes to the progressive-minded and amiable camp director, deputy camp director and a handfull of other officials who have been helpful to my course. I thank all those who have completed my questionnaire or participated in the focus group meeting. I appeal to Nigerian university business degrees students in the camp who are yet to participate to complete the questionnaire and participate in the focus group. 

Progress at the camp has been understandably slow due to the intensive tasks and activities in the camp - with many forms to complete, different accounts to open, many competitions and the accompanying training, many hours of parade, lectures, meetings, church activities and so on, there will is really little time for external tasks like completing a fairly voluminous questionnaire. This is why I deeply appreciate the efforts of those who took out time to complete the questionnaire. 

Presentation: Ongoing PhD research on 'digital literacy and employability in Nigeria' with preliminary findings

Please follow the link to see the slides. Your comments and recommendations will be highly appreciated. The slides encapsulate my research to date, summarises my findings and highlights my planned approach and strategies towards the completion of the study.

Participant information

 Participant information

PARTICIPANT INFORMATION SHEET

 

1. Title of project: The impact of Digital Literacy (DL) on Curriculum Design, Delivery and Employability: a Study Business Degrees Graduates from Nigerian Universities.

2. Brief summary of research.

This study centres on Digital Literacy (DL) which Jisc (2014) defines as "the capabilities, which fit someone for living, lesrning and working in a digital society". The growing importance of information communication technology (ICT) can never be over emphasised as it enables one to effectively participate in all aspect of our contemporary society. Particularly, it is changing academic environment and influencing how students learn and how staff teach. Despite the impact of DL on teaching and learning, only a few studies were found on DL in Nigeria and none focused on undergraduates and graduates. 

The aim of this study is to clarify how DL is developed in Nigerian university students, and the role this plays in their future employability. This study will explore curriculum design and delivery and student practice. The planned outcome of the work is to develop suggested actions for the universities, students, employers and other core stakeholders, including what can be achieved within the existing infrastructural facilities and measures to improve DL policies and curriculum.

3. Purpose of the study: This study is being undertaken as part of my PhD research at Anglia Ruskin University. It is being supervised by Dr Mark J. P. Kerrigan

4. Why you have been asked to participate and likely benefits of taking part: You are being approached as a possible participant into the study as you graduated from a Nigerian University within the last 5 years. There are no direct participant benefits of taking part in the study. It is hoped the data and research from the study will yield useful information, particularly for future studies in digital literacy in Nigeria and add to the existing body of literature. It is believed that the contribution of the study will help to advance the way digital literacy is learned in Nigeria.

5. Can I refuse to take part or withdraw at any time, and how?

Yes– you can refuse to take part and no reason is required. You can choose not to complete or submit the questionnaire. However, you will be unable to withdraw your response after submission because the questionnaire is anonymous and cannot be traced in individuals.

6. Has the study got ethical approval?

The study has ethical approval from an ethics committee at Anglia Ruskin University.

7. What will I be asked to do and will my participation be kept confidential?

You will be asked to complete an online questionnaire, and to choose whether to be contacted for a possible participation in future focus group with regards to the research. You can choose to be contacted for focus groups participation through a link that will be provided at bottom of the questionnaire or by contacting the research with the contact details provided. The questionnaire will be expected to take five to ten minutes to complete. Even though no personal identifiable data will be collected, all data will be stored securely and confidentially. Raw data will be stored under password accessible only to my supervisors and myself. The response from the questionnaire cannot be traced in individuals - the results will be anonymised.

8. What will happen to any information/data that are collected from you and the result of the study?

I must ensure that data is securely held under password for appropriate period of time (within 4 weeks after a successful defence at ‘viva voce’ which is expected within 3 years of collecting the data) to assure veracity of data collected, and after this period of time the data will be destroyed. Data from this questionnaire will be written in my thesis, published in journals, published in my blog, presented in conferences, published as a book or part of a book. Furthermore, it will be sent to relevant Nigerian bodies.

Contact details for further information or complaints:

If you have any complaints about the study, please send them to me on my email PCN107@students.anglia.ac.uk or to my Supervisor in the first instance using his email: mark.kerrigan@anglia.ac.uk. You can also send your complaints to Anglia Ruskin University’s complaints using the university email: complaints@anglia.ac.uk or postal address: Office of the Secretary and Clerk, Anglia Ruskin University, Bishop Hall Lane, Chelmsford, Essex, CM1 1SQ.

Version control

This is Version 01 of Participant Information Sheet for electronic questionnaire was created on the 05/10/2015 and approved by ethics committee on 15/07/2016.

GO TO QUESTIONNAIRE

Digital Footprint: Controlling the brand around your identity and career (part 2) – Cases of backfired postings

Longmont Power and Communications Photo

In my last blog, posted on February 28, I discussed how online social and professional networks are beginning to play a major role in recruitment. Today I want to discuss how one’s online presence (footprint) has the potential of landing him/her into troubled waters, even when one is already employed, and the importance of digital identity management. Many people have lost their cherished jobs because of what they posted or shared through digital media. You can also read about some of those who lost their jobs on the following websites:

http://www.businessinsider.com/17-people-who-were-fired-for-using-facebook-2014-7?IR=T

http://uk.complex.com/pop-culture/2012/05/25-facebook-posts-that-have-gotten-people-fired/

People in high positions also get the boot if they take the wrong steps when working online. As an example November 2014, Emily Thornberry (the former labour shadow Attorney General) was forced to quit her enviable position for Tweeting disrespectful picture with  the caption “Image from #Rochester” – you can read more about this at:

http://www.thesun.co.uk/sol/homepage/news/politics/6109674/Labour-shadow-minister-quits-over-revolting-tweet.html

There have also been cases of people who could have walked free had they not posted or Tweeted things that caught them out. I once watched a TV documentary in which a burglar who knew the owner of the apartment was not coming home any time soon decided to use the unlocked computer. He opened his Facebook and forgot to logout. Unsurprisingly he was quickly traced and promptly arrested with his Facebook information. Another classic case was that of Emma who knocked a cyclist of his bike and boasted about it on Twitter, in reply, Norwich police suggested to her to report herself ASAP if she has not done so already - http://www.theguardian.com/environment/bike-blog/2013/may/21/twitter-hit-and-run-boast-road-tax.

Legislation may be struggling to catch up with technology but many countries have made progress in the area of laws governing online activities. So, it is becoming difficult to get away with negative online activity. Isabella Sorley and John Nimmo are some of those who were convicted for abusive tweets – they pleaded guilty of sending ‘menacing’ tweets to Caroline Criado-Perez (a feminist campaigner) at Westminster Magistrates’ Court (BBC News, 2014). 

 

Even a naughty joke on Twitter or Facebook may be enough to earn someone an embarrassing punishment in court. Although his conviction was later overturned, in May 2010, Paul Chambers of Northern Ireland was found guilty at Doncaster Magistrates’ Court of sending “menacing electronic communication” in relation to his Robin Hood Airport bomb tweet – Paul had to go through two appeals to get his conviction overturned, putting him through a great deal of time, emotional and possibly financial strain. You can read more about Paul’s case at http://www.bbc.co.uk/news/uk-england-19009344. A similar case is that of Jimmyob88 who trolled Curtis Woodhouse online for losing his English Light Welterweight title. The boxer traced Jimmyob88 to his street, tweeted the picture and solicited for his house number. At this point Jimmyob88 realised that things have got a bit out of hand and took to Twitter to render unreserved apology, avoiding an imminent physical showdown with an ex-boxing champion brought upon himself by his silly online antics (Campbell, 2013).

So, what do we need to do?

The Internet offers unimaginable opportunities but not without risks. In order to ensure safe and responsible participation in a digital society or information edge, curriculum designers at all levels of education must consider the issue of ‘safety, privacy & security’ seriously. With the examples given above, it is clear that social and professional networks should be used responsibly, not only by job seekers but also those employed. In my opinion, whether Nigerian laws are catching up or not, the issue of online ‘safety, privacy & security’ should be seriously considered in any digital literacy curriculum design. Online safety should cover data security/identity theft, Intellectual Property rights/piracy, online grooming/predators, dating scams, online fraud and online bullying. 

South West Grid for Learning (SWGfL) has developed such Digital Literacy curriculum for year 1-13 which covers the following eight areas: Internet Safety; Privacy &Security; Relationships & Communication; Cyber Bullying; Digital footprint & Reputation; Self Image & Identity; Information Literacy; and Creative Credit & Copyright. Some may argue that this curriculum does not cover some elements of digital literacy listed in my earlier blog as ICT literacy and media literacy are not mentioned. However, the curriculum seems to assume some existing knowledge of ICT/computer skills and encapsulated media literacy in information literacy. For more on SWGfL Digital Literacy curriculum please visit http://www.digital-literacy.org.uk/Curriculum-Categories.aspx

Apart from academic curriculum solution, there are many things one can do on a personal level to help one stay safe online and participate responsibly in our digital society. According to LBC (2016); Trustwave (2014) and Ilube (2013) these majors include:

•       Using strong password, regularly changing password and logging off after usage of a device;
•       Being cautious with online postings, knowing that nothing posted online has 100% privacy guarantee and that once anything is posted online, it is there for ever;
•       Always keep your software updated;
•       Always review your privacy settings on social networks and improve your security settings where there is provision for this;
•       Blocking any bully instead of wasting time with him/her and increasing the chances of getting hurt;
•       Be careful of attachments or clicking links from strangers;
•       Follow all your bank or building society security advice;
•       Change password whenever you suspect a breach or exposure;
•       Always read the small print and only opt in to receive information if it is mandatory or necessary, many companies sell your personal details when you opt in;
•       Always make use of firewall, anti-virus and anti-spyware programmes; and
•       Have your employer or potential employer in mind when posting texts, pictures and videos

For detailed information on how to be safe online please visit: http://www.lbc.co.uk/stay-safe-online-10-ways-to-protect-yourself-on-the-internet-67881; http://www.telegraph.co.uk/technology/internet-security/11154546/Five-top-tips-for-staying-safe-online.html and http://www.bbc.co.uk/webwise/0/21259413.

To access information on how to help keep your children safe online please visit:

http://www.bullying.co.uk/cyberbullying/how-to-stay-safe-online/

http://www.safetynetkids.org.uk/personal-safety/staying-safe-online/

The information on these sites may have been written in European context but they apply to all children with internet access or who may have internet access in future, therefore it is relevant to almost every child.

   

Digital Footprint: Controlling the brand around your identity and career (part 1)

Digital literacy has been defined as “using digital technology, communications tools, and/or networks to access, manage, integrate, evaluate, and create information in order to function in a knowledge society” (ETS, 2007), they called it ICT literacy. Some others defined digital literacy in terms of those capabilities required to live, learn and work in a digital, knowledge or information society. This post is aimed at briefly discussing one of the elements of digital literacy, which is very important for one’s career prospects even though it is neglected by many. Jisc (2014) identified 7 elements of digital literacy as follows: media literacy; communications and collaboration; career and identity management; ICT literacy; learning skills; digital scholarship and information literacy.

The focus here is on career and identity management. This is because many people inadvertently and significantly harm their job prospects through the content they post online - one’s online presence matters to employers. Times have changed and so did the world, we are living in a world where what you do online could make or break your career. Even what we post as private content may become public as big company after big company fall victim of hacking. Think of what happened when Ashley Madison’s presumed safe and secure ‘Adultery Website’ was hacked – millions of cheating married men and women became exposed with serious consequences for many.

One should therefore manage his digital identity (online presence) both on social and professional networks properly, particularly Facebook and LinkedIn. Neglecting a healthy online presence is increasingly becoming an unacceptable career risk, but it is important that your personal and professional information are consistent across all platforms and devoid of anything that could vitiate your chances of being hired by an employer privy to such information.

According to the annual CareerBuilder social media recruitment survey, 35% of employers are less likely to interview applicants they can’t find online, and majority of employers (52% in 2015, 43% in 2014 and 39% in 2013) now use social networks to screen candidates. The 2015 CareerBuilder – Harris polls of more than 2000 US HR managers across various industries revealed that, “Researching candidates via social media and other online sources has transformed from an emerging trend to a staple of online recruitment… In a competitive job market, recruiters are looking for all the information they can find that might help them make decisions.” The full report of the survey can be accessed online via http://www.careerbuilder.co.uk/share/aboutus/pressreleasesdetail.aspx?sd=5%2F14%2F2015&id=pr893&ed=12%2F31%2F2015

The survey further revealed employers’ turn-offs in the following order: provocative or inappropriate photographs (46%); information about candidate drinking or using drugs (40%); candidate bad-mouthed previous company or fellow employee (34%); Poor communication skills (30%) and discriminatory comments related to race, religion, gender, etc. (29%). The report may not exactly reflect what is currently happening in Nigeria, but it is a matter of time, perhaps within a few years Nigerian employers will import what is increasingly becoming conventional practice in US and European job market.

BBC survey suggests that only about 40% of youth (probably in UK) knows that the personal information they shared online stays online forever. The figures could be worse in developing countries. The implication is that many people, oblivious of the permanent nature of their online content will continue to post carelessly and occasionally committing what may be akin to ‘career suicide’.

In the subsequent posts, cases of career disastrous online content/activities will be highlighted, curriculum implications, online brand building, online safety and entrepreneurial angle will be discussed. Please keep checking every week and feel free leave a comment on my posts. Thank you for reading.

Introduction to Digital Literacy PhD research questionnaire

In order to make meaningful and reasonable recommendation on how to improve the development of digital literacy in Southern Nigerian University students, I need to know how digital literacy is currently developed in the students. Also I need to understand the link between the digital capabilities they acquire and the expectations of their potential employers. In view of this I have planned a methodology which include questionnaire administration to recent Nigerian university students residing in UK among other things.

Ethics approval has been obtain from my university for this UK part of the research. This questionnaire covers areas relating to participants’ course, institution, teaching & learning experience and employability. Nigerians who graduated from any Nigerian university within the last 5 years are encouraged to participate by completing the online questionnaire. Participant information page is provided and all participant are encouraged to read this before completing the questionnaire. Every effort made to complete this questionnaire is highly appreciated.

Please click http://digitalliteracyinnigeria.blogspot.co.uk/p/research-questionnaire.html to access questionnaire and accompanying documents; Page 1 is participant information (PI) page, just click 'go to the questionnaire' at the end of the PI page and you will be linked to the questionnaire.  

Kind regards,

Paulinus Nwosu

HND, BSc, ACCA, MSc, MBA

Welcome to the Digital Literacy online site for my PhD. My name is Paulinus Nwosu and I am currently doing my research on ‘digital literacy and employability in Nigeria’ at Anglia Ruskin University, United Kingdom. I will be posting well informed articles relating to digital literacy and its development especially as it relates to Nigeria.

Digital Literacy in Nigeria: an overview

The term ‘digital literacy’ may not be common in Nigeria as there are very few studies that use the term. We are rather used to the term ‘computer skills’ or ‘ICT skills’ which is just an element of digital literacy. Literacy in the context of my research goes beyond mere computer/ICT skills to include knowledge and attitude. It involves the ability to reflect, criticize and create digital content using variety of digital media and platforms  responsibly and safely for personal objectives and or for the society development.

Time is really auspicious to critically look at how digital literacy is developed in Nigerian students as things are increasingly going digital; traditional services like ticket booking, hotel reservation, examinations, reading materials, academic programs, university admissions, training, job applications, shopping, banking, tax systems, business records, designs, security and government services are becoming increasingly digitalized; forming part of everyday life and necessitating demand for new skill sets in the labour market and in all professions. Digital initiatives like cashless society are taking hold; internet and personal internet accessible devices (desktops, laptops, smart phones, tablets, e-readers, games console, smart watch, etc.) are increasingly available.  All these are turning societies into what is referred to as information age, computer age, knowledge society or digital society where some degree of digital literacy is required for decent living, employment and social life. The fast-paced technologies that characterize our contemporary society are continually bringing the world closer, eliminating boundaries and increasing competition between businesses and individuals from different countries.

It is really important that Nigeria catches on now by working coherently, intensively and objectively towards the development of digital literacy in her citizenry, particularly the students. Universities for instance need to work together in the areas of research; exchange of digital content/material through digital library system; online training programs; internet accessibility project like ‘edurom’ in UK and so on – this cooperation is more important than ever in the face of dwindling state funding. Such cooperation permit staff and students to use relevant resources from other universities which otherwise would not be available to them, as it pays more than retrogressive competition.

 Academic institutions need to develop robust digital literacy curriculum and delivery system, digital infrastructure (including personnel), policies and processes that will enable and encourage the development of appropriate level of digital literacy. The case of communication sector demonstrate the global employment competitiveness and imperative for digital literacy development. Expatriate workers were reduced in communication sector from 274 in 2011 to just 13 in 2012, but the number increased to 248 in 2013 apparently due to lack of requisite digital skills to fill the gap (NBC, 2015).

Institutions therefore need to pursue the broader perspective of digital literacy rather than narrower area of computer/ICT skills to enable their students/graduates participate meaningfully, responsibly and safely in our digital world. This is particularly important for employment and global competition where employers are increasingly considering the value adding characteristics and strengths employees possess instead of depending on just their skills’ level (hrtmsjobs.com, 2015), which underlines the importance of critical and creative elements of digital literacy. For proper understanding of digital literacy concept, I have given a few definitions below:

Digital literacy is “the confident, critical and creative use of ICT to achieve goals related to work, employability, learning, leisure, inclusion and/or participation in society”…… Or “a set of Knowledge, skills and  attitudes that are required when using ICT and digital media to perform tasks; solve problems; communicate; manage information; collaborate; create and share content; and build knowledge effectively, efficiently, appropriately, critically, creatively, autonomously, flexibly, ethically, reflectively for work, leisure, participation, learning, socializing, consuming and empowerment  (Ferrari 2012).” Jisc (2014) defined digital literacy as “the capabilities which fit someone for living, learning and working in a digital society.”

For more about digital literacy and its elements which some scholars use interchangeably with ‘digital competence,’ ‘media literacy,’ ‘information literacy’ and ‘ICT literacy’ please visit

 http://ftp.jrc.es/EURdoc/JRC68116.pdf

https://www.jisc.ac.uk/guides/developing-students-digital-literacy

My study is looking at how digital literacy is developed in Southern Nigerian University students from curriculum design to the delivery and the link between graduate digital learning and graduate employability in Nigeria. In other words, the relationship between what our students are taught or encouraged to learn and digital capabilities or competences expected of them by their potential employers.

Please if you graduated from any Nigerian university within the last 5 years and you are residing in UK click http://digitalliteracyinnigeria.blogspot.co.uk/p/research-questionnaire.html to access the question. You will see 'participant information' page first, click 'next' at the bottom of the page after reading it, this will take you to page 2 which is consent page. Also read consent page and click 'go to questionnaire' at the bottom of the page to access the questionnaire.