Browsing by Author "Witbooi, Sally"

Now showing 1 - 6 of 6
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    Conquering the publishing silences of black academic women
    (University of the Western Cape, 2006) Rhoda, Anthea; Maurtin-Cairncross, Anita; Phillips, Julie; Witbooi, Sally
    Although women fulfil and play meaningful roles in the academic life of universities, their contributions have seldom been acknowledged. The voices of women outside of the dominant western context of knowledge production such as women in South African historically black universities(HBUs), remains largely maginalized. Women at these HUBs have indicated a need for mentoring and support to assist with their scholarly endeavours
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    The information landscape: political democracy versus epistemic games with specific reference to South African communities
    (University of Free State, 2004) Witbooi, Sally
    The South African government and proffessions are taking stock of the transforamtion of the last decade. Manucipalities still face serious problems such as urbun populattion growth, poverty, housing shortages environmental and health problems.
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    Keeping the doors of learning open for adult student-workers within higher education
    (University of the Western Cape, 2015) Walters, Shirley; Witbooi, Sally; Abrahams, Mark
    The Freedom Charter of the African National Congress (ANC), the triumphant South African liberation movement, proclaims that ‘the doors of learning shall be open’ for all. Twenty years since coming to power, the doors of the universities are struggling to stay open for adult student-workers. An action research project into implementation of ‘flexible provision’ at one historically black university is described in response to these realities. Rich experiences from lives of working librarian student-workers illustrate the complex issues that confront individuals, workplaces and institutions in implementing innovative pedagogies within a university.
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    Now into big strides: report on statutory status for the South African Library and Information Services sector
    (Library & Information Association of South Africa, 2012) Raju, Reggie; Witbooi, Sally; Goosen, Annamarie
    The road to acquiring statutory status for the Library and Information Services (LIS) sector in South Africa has been traversed numerous times over the last sixty to seventy years. In more recent years, there has been renewed vigour to explore the acquisition of statutory status for the sector in South Africa. As part of this process of acquiring statutory status, a number of studies have been conducted. This paper examines the latest drive by the Library and Information Association of South Africa (LIASA) to solicit the views of a cross section of LIS personnel with regard to the sector acquiring statutory status. This issue of the acquisition of statutory status is earmarked as a priority in the recently developed Strategic Directions 2010-2014 document of LIASA. At the 2009 LIASA Conference, a clear mandate was given for a national survey to be conducted to solicit the views of personnel that work in the LIS sector with regard to the said issue. The authors administered a short questionnaire to a sample population representing all categories of staff irrespective of whether they belonged to an association or not. The questionnaire was administered using Survey Monkey. This paper reports the results of that survey. Given the overwhelming support for the acquisition of statutory status, the authors examined significant elements that would need to be crafted into the governance structures of a statutory body for the sector.
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    A realist assessment of the implementation of blended learning in a higher education context: the case of the Library and Information Science Department at the University of the Western Cape
    (University of the Western Cape, 2015) Abrahams, Mark; Witbooi, Sally
    Opportunities for further studies by working adults came under threat as the University of the Western Cape stopped the offering of after-hours classes in most of its Faculties. Unqualified and under-qualified librarians were directly affected by this decision. This paper outlines an assessment of the conceptualisation and implementation of an action research project initiated by the Division for Lifelong learning. Using a realist evaluation approach, the assessment focuses on the implementation of strategies aimed at showing how lifelong learning opportunities, conceptualised and provided in flexible ways, could support innovation in learning and teaching in order to enhance access and success to learning by working people in the context of the Library and Information Science Department.
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    A realist assessment of the implementation of blended learning in a South African higher education context
    (South African Association for Research and Development in Higher Education (SAARDHE), 2016) Abrahams, Mark; Witbooi, Sally
    Opportunities for further studies by working adults came under threat as the University of the Western Cape stopped the offering of after-hours classes in most of its Faculties. Unqualified and under-qualified librarians were directly affected by this decision. This article outlines an assessment of the conceptualisation and implementation of an action research project initiated by the Division for Lifelong learning. Using a realist evaluation approach, the assessment focuses on the implementation of strategies aimed at showing how lifelong learning opportunities, conceptualised and provided in flexible ways, could support innovation in learning and teaching in order to enhance access and success to learning by working people in the context of the Library and Information Science Department.