UWCScholar :: Browsing by Author "Hart, Genevieve"

Browsing by Author "Hart, Genevieve"

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Challenges for information literacy education at a university of technology
(University of Kwazulu Natal, 2010) Hart, Genevieve; Davids, Marion
The article reports on an action research project to investigate the effectiveness of an information literacy intervention for first year engineering students at the Cape Peninsula University of Technology (CPUT). The intervention consisted of two workshops which aimed to teach the students to find information relevant to their essays via the university�s OPAC and engineering databases and to reference and cite their sources. The project assessed students� information skills before and after the two workshops with the use of a questionnaire consisting of a set of questions based on some of the American College and Research Library (ACRL) standards. The research provides insight into how information literacy education at CPUT library can be improved. Its major recommendations are that more time in the timetable must be allocated to information literacy education and that lecturers should recognise the educational role of librarians.
Challenges in digitising liberation archives: a case study
(University of KwaZulu-Natal, 2016) Anderson, Steve; Hart, Genevieve
The article reports on a study of the challenges facing a liberation archive which is attempting to digitise its collections and of how the Archive has responded to the challenges. The article is framed by the critical writing on digitisation which looks beyond the surface issues identified by technical and management research and uncovers the power contestations which arise as part of the digitisation process. It focuses particularly on whether the digitisation process alters the power relations within the Archive and between it and other role players within the South African context. The role-players include the state and the Archive�s external management, artefact copyright holders, digitisation vendors and organisations, and Archive users. The research investigates: the rationale for digitising archival collections; who the stakeholders in a digitisation project are, how they relate to each other and what the power relations between them are; the risks of digitisation; and the implications of selection of materials for digitisation. The research finds that personal connections, serendipity, ad-hoc behaviour, trust, distrust and the fear of exploitation has had an impact on the digitisation process; but concludes that the Archive has maintained its balance among competing interests to uphold its integrity.
The conundrum of school libraries in South Africa
(Library and Information Association of South Africa, 2007) Zinn, Sandy; Hart, Genevieve
Introduction: The first democratic elections in 1994, leading to the end of apartheid education, new educational legislation and a new curriculum, brought fresh optimism to South African school library circles. This was prompted by two lines of thought. First, it was hoped that the merging of the 19 racially based departments and fairer provisioning might redress the unequal distribution of school libraries across previously advantaged and disadvantaged sectors. Second, South African educational reform echoed international trends in its emphasis on developing lifelong learners who are able to compete in the information society.
�Don�t They Know How Important It Is?�
(International Association of School Librarianship Conference Proceedings, 2021) Hart, Genevieve
The paper comes out of a month-long case study of information literacy education in two public libraries in a small South African town in the rural province of Mpumalanga, undertaken in October 2004. The participant observation study is the second phase of a twophase mixed methods study, which explores the capacity of public libraries in South Africa for information literacy education � in the context of the dire shortage of school libraries. The focus in the second phase is on the connections between public libraries and schools. However, the relations between the two libraries and their staff members are found to impact on these relations - with the study finding that historical context impacts significantly on library programming. The paper concentrates, however, on just two threads of enquiry: the views of teachers and principals in the seven schools of the town on the educational role of libraries as revealed in interviews; and pupils� use of the two public libraries in seeking information for their school assignments. The study reveals a lack of cognizance of the high level demands of information-seeking in libraries among the teachers. They tend to see the library as a warehouse from which things are �fetched�. The study finds a paradox � a gulf certainly exists between the public libraries and schools but the gulf comes from shared limited conceptions of the educational role of public libraries and of information literacy. The intense gaze of the participant observation contributes a nuanced understanding of the challenges for information literacy education in South Africa
�Don�t they know how important it is?� A case study of information literacy education in a small South African town
(International Association of School Librarianship, 2006) Hart, Genevieve
The paper comes out of a month-long case study of information literacy education in two public libraries in a small South African town in the rural province of Mpumalanga, undertaken in October 2004. The participant observation study is the second phase of a two-phase mixed methods study, which explores the capacity of public libraries in South Africa for information literacy education � in the context of the dire shortage of school libraries. The focus in the second phase is on the connections between public libraries and schools. However, the relations between the two libraries and their staff members are found to impact on these relations with the study finding that historical context and the conflicts arising from unequal positions of power impact significantly on information literacy education in the town. The paper concentrates, however, on just two threads of enquiry: the views of teachers and principals in the seven schools of the town on the educational role of libraries as revealed in interviews; and pupils� use of the two public libraries in seeking information for their school assignments. The study reveals a lack of cognizance of the high level demands of information-seeking in libraries among the teachers. They tend to see the library as a warehouse from which things are �fetched�. The study finds a paradox � a gulf certainly exists between the public libraries and schools but the gulf comes from shared limited conceptions of the educational role of public libraries and of information literacy. The intense gaze of the participant observation contributes a nuanced understanding of the challenges for information literacy education in South Africa.
The drive for school libraries in South Africa: intersections and connections
(Johns Hopkins University Press, 2015) Hart, Genevieve; Zinn, Sandy
This paper traces the important developments in school librarianship in South Africa since 2007, during which time the drive to address huge backlogs in school library provision has gained momentum - largely, it argues, from the intersections of two phenomena: the Library and Information Services (LIS) Transformation Charter; and Equal Education, a civic-action NGO campaigning on behalf of school libraries. South African youth face daunting challenges, and their schooling is perhaps where the heritage of apartheid is most visible. The lack of libraries, it is argued, has undermined the attempts at curricular reform since the late 1990s. The daunting backlogs in school library provision mean that innovative models of service will be needed that cut across existing divisions. Given the impact of the lack of school libraries on all sectors of LIS, the paper examines the recommendations in the LIS Transformation Charter that South African LIS should turn to the concept of ecosystem to provide the framework for concerted action.
Educators and public librarians: Unwitting partners in the information literacy education of South African youth?
(University of KwaZulu-Natal, 2006) Hart, Genevieve
The article details a study which examined the capacity of public libraries to offer information literacy education in South Africa. It investigates the perceptions of public library staff on their role in information literacy education. It provides a background on public libraries and literacy programs in the country. Findings of the research are discussed.
From borders and landscape to ecosystem: reconfiguring library services to meet the needs of South African youth
(LIASA, Stellenbosch University, 2013) Hart, Genevieve; Nassimbeni, Mary
In this article we consider the configuration of the South African library and information services (LIS) sector, and analyse the extent to which its structuring facilitates or hinders optimum service to the children and youth of South Africa. The background to our investigation is the crisis in public schooling and the plight of South African youth who suffer disproportionate rates of poverty and unemployment. In our investigation we examine the planning and practice in two new libraries - one a community library, and one a joint-use library for learners and local residents - in an effort to establish the extent to which libraries may partner with schools to take advantage of new thinking that recommends a whole system approach, encapsulated in the metaphor of LIS as an ecosystem. We conclude that this new approach might generate models of service delivery that transcend boundaries that traditionally delineate and confine sub-sectors in the LIS sector.
How school libraries improve literacy: some evidence from the trenches
(Unisa Press, 2013) Hart, Genevieve
The article comes out of a panel discussion, featuring five teacher-librarians, which was broadcast to schools across the Western Cape Province of South Africa in 2011. Four of the panelists are graduates of the University of the Western Cape's school librarian programme. The request for the broadcast came from two managers of the Qids-Up school improvement project in the Western Cape Education Department, which has sent collections of books to over 400 historically disadvantaged schools across the province. The aim of the project was to improve prevailing low literacy levels with injections of attractive reading materials in the languages spoken in the schools. The two managers, however, were concerned that the donations of books had had little impact. The article focuses on participants' stories about their reading projects. The discussion provides inspiring and convincing evidence for those, like the author, who have been arguing for years that without libraries and dedicated school- or teacher-librarians, the millions spent on book donations and literacy projects might be wasted.
The information literacy education readiness of public libraries in Mpumalanga Province
(Walter de Gruyter, 2006) Hart, Genevieve
This study examines if public libraries in a province in South Africa are ready to assume an enhanced responsibility for information literacy education, specifically that of students, and, if so, what inhibiting and facilitating factors might exist. The public libraries in the rural province of Mpumalanga provide the case site. �Readiness�, at one level, refers to physical capacity and, on a second level, to more subjective attributes such as staff attitudes and beliefs. The paper reports on the first phase of the study � in which both quantitative and qualitative data were gathered by means of a questionnaire/interview survey of 57 public librarians in 46 sites. The study finds that Mpumalanga public libraries are indeed heavily engaged in serving school learners. Shortcomings in certain physical facilities, such as the lack of space and absence of retrieval tools, are inhibiting factors with the heritage of apartheid still impacting on the availability of and quality of service. The low level of professional education of public library staff is found to impede innovation in library programming. The prevailing information literacy education model largely comprises oneto- one support, although there is a fair amount of source-based group library orientation. Moving towards information literacy education will depend on a shift in conceptions of the educational role of public libraries. In the absence of recognition of their curricular role by public library authorities and educators, many public librarians are not sure that their services to school learners are legitimate. There is, however, dawning recognition that present approaches are not meeting the needs of school learners and that more effective communication with educators is required. This recognition comes from public librarians� frustrating encounters with learners rather than from insight into information literacy education theory and experience. The fundamental conclusion is that sustainable information literacy education in public libraries will depend on more dynamic leadership and on a vision of a new model of public library.
Information literacy: the missing link in South Africa�s educational transformation?
(United Nations Economic Commission for Africa, 2007) Hart, Genevieve
Introduction: This paper uses the lens of information literacy and information literacy education to view educational change in South Africa. Although the focus is on South Africa, I hope that the paper might resonate with delegates from other countries and that this might lead to the exploration of common ground.
Job satisfaction in a South African academic library in transition
(Elsevier, 2010) Hart, Genevieve
Job satisfaction was investigated at a South African university library undergoing change on many fronts. The study included 31 members of staff and the data were gathered via interviews/questionnaires, informed by standard HRM job satisfaction theory. The study found a �love�hate� relationship between respondents and their work. The key positive finding is that 61% report overall job satisfaction�with the core work of an academic library, providing for the information needs of clients, the source. However, only 51% claim to be proud to work at their library and 50% are open to other job offers. Causes for the restlessness include a sense of stagnation, frustration with inadequate resources, and anger at poor remuneration.
Libraries and a "Better Life for All": The politics, processes, and promises of the South African LIS Transformation Charter
(Johns Hopkins University Press, 2016) Hart, Genevieve; Nassimbeni, Mary
The rhetoric of public librarianship includes many ringing claims for the role of libraries in democracy; and, on the twenty-first anniversary of democracy in South Africa, it is an opportune moment to examine the rather confusing fortunes of libraries since 1994. The library and information services (LIS) profession portrays libraries as agents of development and social transformation; yet, since 2009, more than twenty South African libraries have been destroyed in social protests. This paper reports on the work of the authors of the LIS Transformation Charter, which after a start-stop-start process of two phases over six years was delivered to the government in 2014. The paper analyzes the political and professional forces that influenced the charter-writing processes. The two fundamental arguments of the charter are that access to information, and thus to libraries, is a fundamental justiciable human right, both as a so-called freedom right and as an instrument of other economic, social, and cultural rights; and that transformation will depend on �ecosystems� thinking whereby the various subsectors collaborate to ensure seamless services and the equity of provision. The paper argues that the final LIS Transformation Charter maps a path for a transformed and integrated library system that has meaning for all sectors of South African society.
Libraries and a �Better Life for All�: The politics, processes, and promises of the South African LIS Transformation Charter
(Johns Hopkins University Press, 2016) Hart, Genevieve; Nassimbeni, Mary
The rhetoric of public librarianship includes many ringing claims for the role of libraries in democracy; and, on the twenty-first anniversary of democracy in South Africa, it is an opportune moment to examine the rather confusing fortunes of libraries since 1994. The library and information services (LIS) profession portrays libraries as agents of development and social transformation; yet, since 2009, more than twenty South African libraries have been destroyed in social protests. This paper reports on the work of the authors of the LIS Transformation Charter, which after a start-stop-start process of two phases over six years was delivered to the government in 2014. The paper analyzes the political and professional forces that influenced the charter-writing processes. The two fundamental arguments of the charter are that access to information, and thus to libraries, is a fundamental justiciable human right, both as a so-called freedom right and as an instrument of other economic, social, and cultural rights; and that transformation will depend on �ecosystems� thinking whereby the various subsectors collaborate to ensure seamless services and the equity of provision. The paper argues that the final LIS Transformation Charter maps a path for a transformed and integrated library system that has meaning for all sectors of South African society.
The LPYL in context: changing minds about school libraries in South Africa
(Bibliotek I Samhalle (BIS), 2002) Hart, Genevieve
It is an honour to write a foreword for the Bibliotek I Sameh�lle's book on the Library Practice for Young Learners project (LPYL) - and also a challenge. The "honour" is due to the significance of the LPYL project, which is a project rooted in our past and present realities but which reaches out to future possibilities. I believe that it thus has a real chance of "making a difference" to South African education. The vision of the original partners, the Library & information Workers Organisation (LIWO), BIS and the Education Policy Unit (Natal), deserves gratitude and respect. They realised the importance of school libraries as a force for educational transformation - an area of action often neglected by the mainstream library profession. They then recognised that the South African landscape called for innovative models of school libraries. It is important perhaps to acknowledge upfront the links between the LPYL project and the national Department of Education's school library policy-writing process. Jenni Karlsson of the EPU (Natal) was largely responsible for the drafting of the National Policy Framework for School Library Standards (Department of Education, 1998) and she is a leading partner in the LPYL. From the beginning the intention of the LPYL project was to pilot certain of the models described in the policy document (a document which has apparently since been shelved by Government). Whatever the underlying intention, the result was an elegantly-designed project that provides us so far with at least three useful case studies for the future (Naiker & Mbokazi, 2002).
Making sense of the information seeking process of undergraduates in a specialised university: revelations from dialogue journaling on WhatsApp messenger
(Informaing Science Institute, 2017) Krubu, Dorcas Ejemeh; Zinn, Sandy; Hart, Genevieve
AIM/PURPOSE The research work investigated the information seeking process of undergraduates in a specialised university in Nigeria, in the course of a group assignment. BACKGROUND Kuhlthau�s Information Search Process (ISP) model is used as lens to reveal how students interact with information in the affective, cognitive and physical realms. METHODOLOGY Qualitative research methods were employed. The entire seventy-seven third year students in the Department of Petroleum and Natural Gas and their course lecturer were the participants. Group assignment question was analysed using Bloom�s Taxonomy while the information seeking process of the students was garnered through dialogue journaling on WhatsApp Messenger. CONTRIBUTION The research explicates how students� information seeking behaviour can be captured beyond the four walls of a classroom by using a Web 2.0 tool such as WhatsApp Messenger FINDINGS The apparent level of uncertainty, optimism, and confusion/doubt common in the initiation, selection, and exploration phases of the ISP model and low confidence levels were not markedly evident in the students. Consequently, Kuhlthau�s ISP model could not be applied in its entirety to the study�s particular context of teaching and learning due to the nature of the assignment. RECOMMENDATIONS FOR PRACTITIONERS The study recommends that the Academic Planning Unit (APU) should set a benchmark for all faculties and, by extension, the departments in terms of the type/scope and number of assignments per semester, including learning out-comes. RECOMMENDATION FOR RESEARCHERS Where elements of a guided approach to learning are missing, Kuhlthau�s ISP may not be employed. Therefore, alternative theory, such as Theory of Change could explain the poor quality of education and the type of intervention that could enhance students� learning. IMPACT ON SOCIETY The ability to use emerging technologies is a form of literacy that is required by the 21st century work place. Hence, the study demonstrates students� adaptation to emerging technology. FUTURE RESEARCH The study is limited to only one case site. It would be more helpful to the Nigerian society to have this study extended to other universities for the purpose of generalisation and appropriate intervention.
New vision, new goals, new markets? Reflections on a South African case study of community library services
(Library and Information Association of South Africa, 2010) Hart, Genevieve
The article reflects on a case study of a group of six school-based dual use libraries in rural South Africa � focusing specifically on their community role. Its starting point is the library and information services (LIS) Transformation Charter�s vision of public libraries that play a meaningful role in the attainment of the Millennium Development Goals. The study employed a mix of data gathering methodologies � interviews, observation and analysis of documents. The key question that emerges from the study relates to the rather low usage of the libraries by the adults in the surrounding villages. All six libraries claim to provide �access� but it is not clear what they provide access to. The study suggests that a sharper focus on their community information services is required. More leadership, staff education and focused programming might enable the libraries to fulfil their exciting potential.
Places for all? Cape Town's public library services to gays and lesbians
(Library and Information Association of South Africa, 2010) Hart, Genevieve; Mfazo, Ncumisa
The article reports on an investigation of the provision of gay and lesbian literature and of information services to gays and lesbians in Cape Town�s public libraries. Although by definition public libraries serve all members of a community, the international literature suggests that they neglect the reading and information needs and interests of gays and lesbians. The progressive South African Constitution views the rights of gays and lesbians as human rights; yet homophobia is prevalent. Using a questionnaire, the study explored attitudes and practices of 69 senior librarians, responsible for collection development, across all six of Cape Town�s library districts. The situation was found to be �spotty� with only 26 respondents believing that their library service is meeting the needs of gays and lesbians. The survey found contradictions between stated beliefs and behaviours. Thus, although most agree that LGBT rights to information and equal services are human rights, only 55% consider LGBT people in their selection procedures and very little material is acquired. Information services are thin with, for example, only 10% of the libraries in the survey providing LGBT related information in their community information files.
The power and perils of participant observation in library and information science research: reflections on three South African studies
(UNISA Press, 2017) Hart, Genevieve
This article reports on three participant observation studies conducted in schools and libraries in South Africa, between 1999 and 2015. The study findings have been reported on elsewhere, thus the focus is on the methodologies used, with the common thread being the author�s preoccupation with the information literacy education of South African pupils. The author�s purpose was to provide evidence of the impact of the dire lack of resources and libraries at South African schools. The first study in 1999 explored how teachers at an under- resourced primary school in Cape Town, western cape, were coping with the demands of the new curriculum. The second study in 2006 examined two public libraries in a rural town in Mpumalanga, with seven local schools, but no school libraries. The third study in 2015 involved the library at a high school in Kayelitsha Township outside Cape Town, which is part of a non-governmental organisation (NGo) project to employ school leavers to manage school libraries. Participant observation is rare in the Library and Information Science (LIS) research literature and the author�s aim is to demonstrate its power to dig beneath the surface. The article uncovers the complex relations and tacit beliefs that existed at the three research sites, which are probably at play in other contexts and which have to be taken into account in planning effective programmes in South African schools and libraries. The article also acknowledges the ethical challenges, arguably inherent in participant observation, which relate to the often sensitive relations among participants, and to the researcher�s positioning.
Public libraries in South Africa: Agents or victims of educational change?
(LIASA Forum Press, 2004) Hart, Genevieve
The paper explores the impact of educational change in South Africa on public libraries. It surveys the recent literature to conclude that the position of school libraries is precarious and that public librarians feel victimised by the new curriculum. This represents a puzzling contradiction, as librarians� expectations were that the ethos and methodologies of the new curriculum, Curriculum 2005 (C2005), would provide a more favourable climate. The curriculum has indeed brought increased use of public libraries by school learners yet there has been little recognition in official quarters of the educational role of public libraries. It is suggested that, if librarians are to gain a better footing in curriculum planning, they need to engage with educationists as to the role libraries play in resource-based learning. They will need to provide documented evidence by means of research studies. As an example of such a study, the paper describes the author�s study of school learners� use of two public libraries in a disadvantaged community in Cape Town. The libraries were found to be playing a crucial role in the learning programme of the learners. However, it is suggested that the two libraries need to design more systematic structured programmes if the needs of school learners for information literacy education are to be met. This might require explicit endorsement of their educational role by their own governance structures and the provincial Education Department.

Browsing by Author "Hart, Genevieve"

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