UWCScholar :: Browsing by Author "Zinn, Sandy"

Browsing by Author "Zinn, Sandy"

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The 21st century academic library: the case of three state universities in Zimbabwe
(The University of the Western Cape, 2018) Mabweazara, Rangarirai Moira; Zinn, Sandy
The advent of the 21st century and its dynamic information environment have changed higher education considerably including the library spaces. Library patrons, namely undergraduates, postgraduates, and academics are placing heavy demands on academic libraries requiring support in research, teaching and learning. As a result, academic librarians globally have undertaken major re-evaluations of what they do and how they do it, to ensure relevance amongst their diverse user communities. The new information landscape is fraught with controversies that prompt opposing perspectives towards change acceptance amongst librarians. In Zimbabwe, academic libraries seemed to be lagging behind regarding changes presented by this information landscape. Given this context, the study sought to understand how librarians are adjusting to the 21st century environment against the expectations of the students and academics. The Diffusion of Innovation Theory crafted by Rogers (2003) and the McKinsey 7S model propounded by Waterman, Peters and Phillips (1982) were used as theoretical and conceptual frameworks. The research further applied a conceptual framework from the literature to determine the expectations of students and academics of the academic library in the 21st century. For data collection, the study adopted a case study design and a mixed methods approach using Web-based questionnaires, follow-up interviews and website content analysis. Data was collected from students, academics and librarians at three selected Zimbabwean universities. All data collecting tools were pre-tested amongst librarians, academics, postgraduate and undergraduate students prior to collecting data. Data collected using questionnaires was analysed using Statistical Package for the Social Sciences (SPSS) and Microsoft Excel while interview data was analysed using thematic text analysis. Findings of this study revealed that the Midlands State University Library had to a larger extent embraced new trends which are in-line with the 21st century environment compared to the National University of Science and Technology and Lupane State University libraries. The Library and Information Science qualification remains important in service delivery among academic librarians. Inadequate funding, limited time due to multitasking, slow uptake of new concepts and limited knowledge and skills were barriers to keeping up with new trends amongst librarians. Academic librarians collaborated with academics in collection development, Information Literacy Skills (ILS) teaching and uploading theses and research papers into the Institution Repository (IR).
Assessing the appropriation of social media by academic librarians in South Africa and Zimbabwe
(LIASA, 2016) Mabweazara, Rangarirai Moira; Zinn, Sandy
Research into the appropriation of social media by academic libraries in countries with growing economies is scarce. There remains an empirical and theoretical gap in the literature about how librarians, particularly those in Southern Africa, are deploying social media in their work routines and in their personal lives. Based on one of the researchers' experiences at the National University of Science and Technology (NUST) Library and both researchers' use of the University of the Western Cape (UWC) Library, the researchers aimed to examine the way librarians deploy and appropriate social media platforms as part of their service delivery. Using data derived from a questionnaire survey among librarians at UWC in South Africa and NUST in Zimbabwe, this study examined how librarians use social media for professional and personal purposes. The findings suggest that UWC librarians are more proficient social media users than NUST librarians. They further reveal that UWC librarians themselves are managing social media, while at NUST, the Information Technology department is directly responsible for managing the platforms. The study found that UWC Library utilises social media to promote its services more widely, whereas the NUST Library uses social media for reference services.
City of Cape Town libraries' segregated history: 1952-1972
(University of KwaZulu-Natal, 2015) Laishley, Kathleen; Zinn, Sandy
This article investigates the history and development of the Cape Town City Libraries (CTCL) from 1952-1972 and examines the effect of apartheid legislation on establishing a public library system. Legislation introduced by the National Party enforced segregation which brought CTCL into conflict with library philosophy. This legislation determined who the CTCL could serve and where they could serve them. The findings show that CTCL extended the library service to more people and increased the number of facilities, membership and circulation but in a segregated manner. CTCL was not able to meet the library philosophy of free access to all.
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.
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.
E-book usage amongst academic librarians in South Africa
(Library & Information Association of South Africa, 2011) Zinn, Sandy; Langdown, Natasha
The purpose of this study completed in 2010 was to investigate the use of e-books amongst academic librarians; in particular which e-books are available to academic librarians, why they choose this format, what impact e-books have on librarians� professional practice and what the usage patterns of e-books are amongst academic librarians. A web-based questionnaire was distributed on the LIASA mailing list. The results reflect a more gradual trend towards e-book adoption. There is still a preference for print or a �bit of both� � print and electronic. This is because of the high costs of e-books using the subscription model as the predominant e-book acquisition model and the lack of sufficient e-books in all subject fields. E-books are used for �browsing for information� and are selected for functionalities such as having the ability to search the document, anytime access and automatic citation. Major problems identified with e-books are: the cost of the equipment to read e-book formats; the cost of the e-books, especially if the subscription purchasing model is used; the lack of reliability of the Internet; and the lack of training in the use of e-books.
Information behaviour of Nigerian undergraduates in the World of Web 2.0
(Innovation, 2018) Zinn, Sandy; Krubu, Dorcas
The purpose of the study was to investigate the information behaviour ofNigerian undergraduates in the world of Web 2.0 at the Federal University of Petroleum Resources, Nigeria. The study is drawn from a doctoral thesis that used a mixed methods approach. The population and sample of the study was a total of 803 undergraduate students. Three research questions which focused on the information needs, information resources and infrastructure and barriers to information seeking were answered using a questionnaire. The study revealed that students need information both for academic purposes and in their everyday life experiences. The data provides support for the convenience school of thought. It seems that time constraints and the inconvenience of traditional sources might be critical factors in the choices that students make in their information seeking.The barriers students experience are both physical and intellectual. The physical barriers relate to technical issues such as the system freezing, server down time, access speed, and erratic power supply. The intellectual barriers concern their inability to choose appropriate subject headings, keywords, formulating search strategies, and choosing appropriate databases.
Information behaviour of Nigerian undergraduates in the world of Web 2.0
(Sabinet, 2018) Krubu, Dorcas Ejemeh; Zinn, Sandy
This study investigated the information behaviour of Nigerian undergraduates in the world of Web 2.0 at the Federal University of Petroleum Resources, Nigeria. The study is drawn from a doctoral thesis that used a mixed methods approach. The population and sample of the study was a total of 803 undergraduate students. Three research questions which focused on the information needs, information resources and infrastructure, and barriers to information seeking were answered using a questionnaire. The study revealed that students need information both for academic purposes and in their everyday life experiences. The data provide support for the convenience school of thought. It seems that time constraints and the inconvenience of traditional sources might be critical factors in the choices that students make in their information seeking. The barriers which students experience are both physical and intellectual. The physical barriers relate to technical issues such as the system freezing, server down time, access speed, and erratic power supply. The intellectual barriers concern their inability to choose appropriate subject headings, keywords, formulating search strategies, and choosing appropriate databases.
Information literacy education in the South African Classroom: Reflections from teachers' Journals in the Western Cape province
(De Gruyter, 2016) Zinn, Sandy; Stilwell, Christine; Hoskins, Ruth
This qualitative study reports on teachers in the Western Cape as they attempt to embed information literacy in their classrooms. It explores how teachers come to understand information literacy and the extent to which they change their beliefs about guiding research projects in a more concerted way. The research questions were: (1) how do teachers understand information literacy education? (2) how do teachers make their information literacy explicit in the classroom? and (3) at what level are teachers' web knowledge and skills? The teachers, who were part of an information literacy education course, formed a purposive sample. The data for this study emanated from solicited, reflective journals which participants kept over a period of eight to 10 weeks. Information seeking and use theory and an inquiry-based approach to learning frame this research. Motivation for the study is rooted in a curriculum which embodies information literacy characteristics. Traditionally, information literacy has been the domain of the school librarian. Only 16.82% of South African schools have a stocked library. With so few school libraries and no official position in schools for a qualified school librarian, the onus for teaching information literacy thus rests on the teacher. This article provides the context for South African education and a review of the information literacy literature with an emphasis on South Africa and teachers' information literacy. The results show that, despite many obstacles in these teachers' paths, they express a fairly sound understanding of information literacy education by the end of the journaling exercise. However, fewer teachers can competently mediate information literacy in the classroom. One of the major barriers to information literacy is the teachers' slow adoption of the World Wide Web. Recommendations for further study include examining teacher education programmes for their inclusion of information literacy education; for awareness of plagiarism and the ethics of information use in the school environment; and the effect of information and communication technology on learners' information literacy.
The information literacy self-efficacy of disadvantaged teachers in South Africa
(Springer, 2013) Zinn, Sandy
The aim of this study was to gauge teachers� information literacy self-efficacy thereby eliciting clues to possible gaps in teachers� knowledge and skills which could be addressed during an information literacy education course. Twenty nine teachers completed a pre-and post-course information literacy questionnaire. The teachers were part of a school librarianship programme offered at the University of the Western Cape. The results of the study indicate that the intervention of the course had a positive effect on teachers� information literacy.
An investigation into the use of electronic resources by postgraduate students in the department of postgraduate studies in education at the Central University of Technology
(University of Western Cape, 2021) Mathope-Dasilva, Chareen; Zinn, Sandy
Libraries use technology to improve the management of scholarly information and to provide faster access to information elsewhere. Over time, an important change was perceived in collection development policies and practices of libraries. Printed materials were increasingly replacing electronic forms of information. This research investigated the use of electronic resources by Postgraduate certificate Education (PGCE) students at the Central University of Technology (CUT). The research adopted the Technology Acceptance Model (TAM) by Fred Davis (1989) as its theoretical framework.
Lecturers' use of Web 2.0 in the faculty of Information Science and communications at MZUZU University, Malawi
(UNISA Press, 2015) Chawinga, Winner Dominic; Zinn, Sandy
The study reported on in this article investigated the use of Web 2.0 technologies by lecturers in the Faculty of Information Science and Communications at Mzuzu University (MZUNI), Mzuzu, Malawi. By distributing a questionnaire to 19 lecturers, conducting follow-up interviews with seven lecturers and analysing the curricula, the study showed that between 10 (58.8%) and 13 (76.5%) lecturers use Wikipedia, YouTube, blogs, Google Apps and Twitter to accomplish various academic activities, such as handing out assignments to students; receiving feedback from students; uploading lecture notes; searching for content; storing lecture notes; and carrying out collaborative educational activities. The study adopted the Decomposed Theory of Planned Behaviour (Taylor and Todd 1995) and the theory's elements that strongly affected lecturers' use of the technologies according to the results included attitude and perceived behaviour control. The study also found that poor Internet access remains the key stumbling block towards a successful adoption of Web 2.0 technologies by lecturers at MZUNI. To this end, the study recommends that the newly established Department of ICT Directorate with support from MZUNI management should install campuswide Wi-Fi and improve Internet bandwidth so that lecturers' access to the Internet is not limited to their offices but rather is available in the teaching rooms across the campus.
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.
Outcomes-based education and non-English mother tongue speakers from disadvantaged environments: a double-edged handicap to acquiring information literacy
(Unisa Press, 2000) Zinn, Sandy;
Information literacy is the ability to access and critically engage with information, and to communicate new understandings which lead to knowledge and wisdom. Information literacy skills are incorporated in our outcomes-based educations critical, cross-curricular outcomes. Our new learner-centred, resource- based curriculum places a premium on acquiring information literacy skills. Access to a resource rich learning environment favours the development of information literacy and the success of outcomes-based education. Most schools in South Africa lack basic learning resources and in African languages there exists the greatest dearth. Using an informal study of 65 historically disadvantaged schools in Cape Town, the author explores issues of language and cognition, learning resources in the mother tongue, and new teaching methodologies, in particular resource-based learning's learner-centred approach.
Readiness to adopt e-learning: pioneering a course in school librarianship education
(Library and Information Association of South Africa, 2009) Zinn, Sandy
E-learning has come of age in South African higher education but scepticism, caution and an inadequate reward system for innovative teaching methods have resulted in a slow uptake by academics. Within this milieu the author pioneered a course in the ACE School Librarianship programme. The study describes the e-learning experiences of the course participants gleaned from questionnaire responses to questions related to experiences of ICTs, the Internet and online learning, ability to navigate the e-learning environment, utilization of elements of the learning management system and implementation of course ideas in their respective schools and personal lives. The study also provides an opportunity for the author to reflect on her pioneering experiences with e-learning and how she would approach it differently next time. The main lessons learned were that 1) the e-learning environment is not necessarily intuitive and participants need opportunities to digest novel features such as the discussion forum; 2) several of the advantages and disadvantages of e-learning that appear in the research literature are identified in this study; and 3) setting up an e-learning course is best achieved incrementally.
Research data management in public universities in Malawi
(University of the Western Cape, 2019) Chawinga, Winner Dominic; Zinn, Sandy
The emergence and subsequent uptake of Information and Communication Technologies has transformed the research processes in universities and research institutions across the globe. One indelible impact of Information and Communication Technologies on the research process is the increased generation of research data in digital format. This study investigated how research data has been generated, organised, shared, stored, preserved, accessed and re-used in Malawian public universities with a view to proposing a framework for research data management in universities in Malawi. The objectives of the study were: to determine research data creation, sharing and re-use practices in public universities in Malawi; to investigate research data preservation practices in public universities in Malawi; to investigate the competencies that librarians and researchers need to effectively manage research data; and to find out the challenges that affect the management of research data in public universities in Malawi. Apart from being guided by the Community Capability Model Framework (Lyon, Ball, Duke & Day, 2011) and Data Curation Centre Lifecycle Model (Higgins, 2008), the study was inspired by the pragmatic school of thought which is the basis for a mixed methods research enabling the collection of quantitative and qualitative data from two purposively selected universities. A census was used to identify researchers and librarians while purposive sampling was used to identify directors of research. Questionnaires were used to collect mostly quantitative and some qualitative data from 36 librarians and 187 researchers while interviews were conducted with directors of research. The Statistical Package for the Social Sciences was used to analyse the quantitative data by producing percentages, means, independent samples ttest and one-way analysis of variance. Thematic analysis was used to analyse the qualitative data.
The role of school libraries in supporting an inquiry based approach for teaching and learning science subjects in senior secondary schools in Ekiti State, Nigeria
(University of Western Cape, 2019) Olajide, Olabode; Zinn, Sandy
The purpose of this study is to investigate the role of school libraries in supporting an inquiry based approach for teaching and learning science subjects in senior secondary schools in Ekiti State, Nigeria. The significance of this study revolves round the prominence given to science education being a mechanism for realising national advancement in Nigeria. This was emphasised in the Nigeria National Policy on Education (2013) as the Federal Government of Nigeria adopted science education as an instrument for effecting national development. This study addressed the following research questions: What is the status of secondary school libraries in Ekiti State, Nigeria? To what extent does the quality of library resources influence science curriculum implementation? To what extent do science teachers advocate using information resources beyond textbooks?
Use of Web 2.0 by students in the Faculty of Information Science and Communications at Mzuzu University, Malawi
(AOSIS, 2016) Chawinga, Winner D.; Zinn, Sandy
BACKGROUND: Over the years, advancements in Internet technologies have led to the emergence of new technologies such as Web 2.0, which have taken various sectors including higher education by storm. Web 2.0 technologies are slowly but surely penetrating higher education in developing countries with much hype, according to the literature. This justifies the need for original research that aims at demystifying the application and exploiting the promises that come along with these so-called versatile technologies. OBJECTIVES: The specific objectives of the study were to ascertain students� awareness of and familiarity with Web 2.0 technologies, to determine the purposes for which students use Web 2.0 technologies, and to identify the factors that affect students� use or non-use of Web 2.0 technologies. METHOD: A mixed-methods approach was adopted. Firstly, a questionnaire was sent to 186 students; secondly, the curricula of the two departments in the Faculty of Information Science and Communication (ISC) were analysed; finally, follow-up interviews were conducted with seven lecturers in the Faculty of ISC. RESULTS: The study found that students use Web 2.0 technologies to search for information, to communicate with lecturers, to submit assignments and to communicate with friends on academic work. Wikipedia, WhatsApp, Google Apps and YouTube are the Web 2.0 technologies most used by students. Poor bandwidth (Internet connection) coupled with the absence of Wi-Fi (wireless Internet connection) prevents the successful adoption of Web 2.0 by students. Conclusion: Web 2.0 can have a profound impact on undergraduate students and lecturers in teaching and learning. The research results indicated a high awareness of a wide range of Web 2.0 technologies, with social networks being the commonly used one. There is a need for more training to increase awareness of and familiarity with new Web 2.0 technologies. The problem of poor bandwidth needs to be addressed by the university management in order to gain significant benefits.
Use of web 2.0 technologies by library and information science students
(UNISA Press, 2016) Zinyeredzi, Colin; Zinn, Sandy
The research reported on in this article investigated the use of Web 2.0 technologies by library and information science (LIS) students at the University of the Western Cape (UWC), South Africa. Blumer and Katz�s Uses and Gratification Theory, which explains the reasons behind people�s use of Web 2.0 technologies, was used to provide meaning to the research findings. A case study approach was used to collect data by means of a questionnaire, content analysis and interviews. The findings revealed that between 72 and 97 per cent of LIS students have accounts on the following Web 2.0 technologies: YouTube, Skype, Google Apps, WhatsApp, Twitter and Facebook. In a nutshell, the research threw light on the Web 2.0 technologies used the most by LIS students and also highlighted their reasons for using them. The benefits or gratifications derived from using Web 2.0 technologies were also a highlight of the research. More importantly, the research demonstrated the need to embed Web 2.0 technologies in the LIS curriculum and to encourage academics to continuously embrace emerging technologies.

Browsing by Author "Zinn, Sandy"

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