First-year education students’ use of isiXhosa and Afrikaans e-books and infographics in an information literacy course

Abstract

This study explores first-year pre-service teachers’ perceptions at a university of technology in the Western Cape regarding the value of isiXhosa and Afrikaans e-books and infographics in enhancing their understanding of the English-taught Course in Information Literacy. Using the SAMR Framework, the study examines data from 129 isiXhosa and Afrikaans speakers. Findings reveal that participants found these resources helpful in bridging comprehension gaps, and appreciated their accessibility and simplicity, but raised concerns about translation accuracy. The study emphasises the need for multilingual resources to address language barriers and promote equitable access, contributing to discussions on language policy in education.