Department of Library and Information Science

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Staff development and training in academic libraries: Case studies in the UK
(University of the Western Cape, 1993) Matthews, Denise Joline; Matthews, G.
This dissertation is based on a literature review and three case studies of staff development and training in academic libraries in the United Kingdom. The study is not a comparative one but aims at establishing the approaches to staff development and training in academic libraries of different sizes and stages of growth. It considers the significance and reasons why staff development and training is a necessity in academic libraries. It also shows how every level of library stall needs training as it does not only include job training, but also development and attitude training. The study also identifies the staff who needs it, the different stages of staff development and training and discusses appropriate and cost effective methods used in these three libraries. It looks at and examines the positive features that contribute to the successful implementation and practice of a staff development and training programme in an academic library, the main and potential problem areas of staff development and training and reveals how these libraries overcome them. The study concludes with recommendations for the improvement and advancement of staff development and training in academic libraries in South Africa which it is hoped will be considered for implementation as appropriate.
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.
Users' attitudes towards the library of the University of the Western Cape
(University of Western Cape, 2000) Davids, Arnoldus Rudolph; Nzotta, B
For any academic work at a university, students and staff are entirely dependent on the adequacy of the library. That is why the reason for the existence of university libraries is to provide essential study and reference material to supplement the instruction given to students in the lecture-rooms, as well as to support academic progress and research. the problem addressed in this study is to look into lecturing staff and full-time students' attitudes towards the University of the Western Cape Library. An attempt is made to identify their attitudes toward the services and the materials they are offered. In order to assess, the success of one particular library, the University of the Western Cape Library; in appeasing the needs of its users, a survey of its full-time students and lecturing staff population of six faculties was undertaken during 1999 to solicit their views on the library and its ability to fulfill their needs. The study is approached within the context of user studies as a scientific discipline around which a growing body of theoretical concepts have been formulated. It is also an area of research in which many surveys around the user and her / his needs have been conducted over the preceding decades. In particular the user of the academic library and his needs, especially at undergraduate as well as postgraduate level have been the objects of investigation. There seems to be a need to involve library staff in continuing education programmes. This will assist library users, who can expect to be informatively supported by the library .staffwho are both knowledgeable and up to date in their fields. It all helps to add to the professional competence of the staff and the skills that they produce to satisfy user needs. There are also issues for debate with regard to books and periodicals collections. It is hoped that with a better library orientation, better search strategies will be encouraged and then, probably, even more users will be satisfied with the stock. However, bearing in mind that the majority use of the library stock, on most occasions, is limited to the items available in the reserve section. Care should be taken that selection criteria are strictly adhered to, and that all the subjects taught at the university are covered, so that there are no gaps in the collections. A very real problem to the university is one of finance. The cost to duplicate, for example, prescribed texts sufficiently, will absorb a large proportion of book funds, which will mean less money left for building a balanced research, book and periodical collection. It is therefore suggested that the Senate Library Committee should try and put a well-balanced library budget in place. This will insure that the library that is regarded as the heart of the university will remain a relevant and integral part of every student's life on campus.
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).
Factors influencing the rendering of services in academic libraries
(University of the Western Cape, 2003) Hosana, Faith Rhulani; Fredericks, G.H.
In the field of user studies, very little research has been done on rendering of services in academic libraries. These services need to be examined in depth in order to be able to provide academic library users with more appropriate information services. There is clearly a need to determine what the real needs of academic library users are and how they prefer to look for information. The rapid growth of information technology could have a great influence on service rendering to academic library users.
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.
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.
Information retrieval interaction and the undergraduate student at historically disadvantaged higher education institutions in the Western Cape, South Africa: a cognitive approach
(University of the Western Cape, 2005) Davis, Gavin Rapheal; Fredericks, G.H.; Underwood, P.G.; Dept. of Library and information Science; Faculty of Arts
Summary: Although South Africa has been a democracy since 1994, one of the key issues still facing the country is the development of skills in its people. There are still underlying problems that are quite prevalent in terms of the development of important skills, particularly information literacy skills of especially black South African students at tertiary institutions. It is not easy to understand the significance of information literacy if one does not take into account the student’s awareness level and his/her understanding of the concept of information. Unfortunately academics and librarians alike at times base many of their judgements on assumptions that need to be addressed. One of these assumptions is the computer literacy level of students, often viewed synonymously with information literacy. Although computer literacy is an important skill for searching electronic information sources, including online databases and the Internet, the researcher’s argument is that this is not enough to overcome conceptual and cognitive problems relating to information – seeking. Computer literacy is a component of information literacy. Students need to know when information is needed; identify the information needed to address a problem; evaluate the needed information; organize the information meaningfully and use the information to address the problem identified. Almost all of the students in this study encountered the library and computers for the first time when they came to the University of the Western Cape and the former Peninsula Technikon. Their search behaviour bears testimony to their lack of information searching skills. The study was conducted within the framework of Belkin’s anomalous state of knowledge (ASK) theory. Belkin’s premise is that searchers for information approach Information retrieval systems with some anomaly. According to Belkin this anomaly and user’s perception of the problem changes with each interaction between user and information retrieval mechanism. For this reason, he argues, information retrieval (IR) systems need to be designed to be iterative and interactive. The significance of this interaction is later identified as an integrated, dynamic whole aimed at retrieving information for helping the user manage a problem. It was found in this study that students experienced various states or manifested certain behavioural patterns. Searches were also found to be more cyclical than linear. So, although Belkin’s theory had some significance in this study, student search patterns were more complex. The researcher puts forward certain recommendations to address the problem. The end of apartheid brought about new challenges especially for institutions of higher learning. Both the University of the Western Cape (UWC) and former Peninsula Technikon (PENTECH) as institutions catering for especially the historically disadvantaged student need to adapt but at the same time maintain high standards in terms of student development. The merger between the former PENTECH and the Cape Technikon (CAPETECH) to form the Cape Peninsula University of Technology (CPUT) puts further challenges on the academics and librarians at CPUT. This also calls for a stronger sense of commitment from librarians, academics and information communication technology (ICT) specialists before appropriate information technology systems can be designed or subscribed to.
The management of academic libraries: a comparative study of the University of the Western Cape Library and Dhaka University Library
(University of the Western Cape, 2006) Chowdhury, Salma; Fredericks, G.H; Dept. of Library and information Science; Faculty of Arts
This research project is a comparative study of management of two university libraries (University of the Western Cape and Dhaka University) from two different countries (South Africa and Bangladesh). This research was to identify and document how the functions of management are applied in both libraries. A sample of the two university libraries’ users, librarians, and library staff were taken. The questionnaire, interview, observation and documentary sources of information were major methods of data collection. In order to provide a brief presentation on how the management functions were applied at other university libraries, a description of how some university libraries in the U.K, U.S.A, Eastern countries and Africa are given. The findings of the study revealed that the problem of inadequate financial support is true for both University libraries, and is the major cause amongst other weaknesses. Both libraries still use a large percentage of non-professional staff and the library service is in desperate need of personnel. However, the observed difference between DUL and UWCL in this comparative study was significant. Services offered in both libraries differ in some cases such as: Consortia, Inter library loans, OPAC, CD-search, e-journals and multimedia. These areas still need to be developed at DUL. UWC have the most of these facilities. Although it needs to improve on aspects such as e-journals, access to data-bases and open access on the Internet.
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.
�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.
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
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 of incoming undergraduate Arts students at the University of the Western Cape: assessment of competencies and proficiencies
(University of the Western Cape, 2007) King, Lizette; Fredericks, G.H.; Dept. of Library and information Science; Faculty of Arts
The majority of incoming undergraduate Arts students at the University of the Western Cape (UWC) come from South African historically disadvantaged black schools. Because of enormous varying secondary school experiences and competencies as well as a lack of exposure to school and public libraries, students are deprived of the basic information skills. Without these crucial skills, students will find it difficult to cope successfully with their academic courses and measure up to the demands of employers. The study aimed to answer the following research questions: what are incoming Arts students' previous experiences with libraries and information technology? What are incoming undersgraduate Arts students information skills, competencies and proficiency? Is the Library Science 121 (Arts information Literacy) course sufficient for teaching information literacy and to address deficiencies? A pen and paper questionnaire based on the Information Literacy Standard by the American Library Association to assess the information literacy level of incoming Arts students was designed by the Department of Library and Information Science, the University Library and the Digital Academic Learning Division. This was utilized to assess the exposure to information literacy training at school level, computer and public library skills as well as their level of information literacy of incoming undergraduate Arts students. As a post-test, the questionnaire was completed by students after completing the information literacy course, Library Science 121. To determine the impact of formal training compared to initiatives within disciplines, the results of the post- and control tests were compared. Data was gathered over a period of three years. Of the 483 incoming Arts students 22.2% owned their own computers. Of the rest 39.5% had other means to get assess to computers. In total 16.5% of students used the World Wide Web to find information. Only 23.2% attended secondary schools with school libraries and 10.4% of these students received information literacy education. Of all the students, 20.7% were members of a public library of which 41.0% visited the library every few months mainly for photocopying. Of the thirty three questions asked to test information literacy, in only 7 the percentage of students in the pre- and control groups who have chosen the correct answer was higher than the incorrect options – indicating an unacceptable low level of information literacy. Students performed significantly better in the post-test. It is an indication that formal information literacy education is essential for incoming Arts students at the UWC. Results were used to identity deficiencies in information literacy levels, to produce benchmarks for assessing information literacy at the university and to produce a theoretical framework for structured cumulative information literacy initiatives within new envisaged foundation programs. Curricular changes to keep pace with current trends and needs were made. Data gathered will be used to communicate to the Arts Faculty the need for formal information literacy training for all incoming Arts students at the UWC and to incorporate information literacy in student learning outcomes as well as in the assessment policy.
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.
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.
Social capital: a fresh vision for public libraries in South Africa
(Library and Information Association of South Africa, 2007) Hart, Genevieve
The article argues that the construct of social capital offers South African public librarianship fresh vision � urgently needed if it is to fulfil its potential role in social inclusion. Social capital refers to the stocks of social trust, norms and networks that a community can draw on to solve common problems. A wide body of research in Southern Africa bears witness to its role in the success of development projects. Restrictive economic policies, coupled with new demands, have put pressure on public libraries and research points to a prevailing low morale among their staff, who, it is suggested, find themselves caught in the transition towards new models of service. Government�s acceptance of social capital as a crucial tool in the developmental state and the news of its intervention to transform South African public libraries suggest the need to articulate the library as �a place for all�. In reaction to neglect in the literature of social capital, internationally, librarians have documented their building of social capital through their education, information and community programmes. This work offers South African librarians a rich resource to draw on in their search for new direction and vision
Service learning in a course in children's & youth library & information services: a case study
(Community High Education Service Partnership, 2008) Hart, Genevieve
The case study describes a service learning project in Library and Information Science. In 2002, 14 students enrolled for the service learning elective � the 4th year second semester module, Children�s and Youth Library and Information Services (LS 421). The final year second semester programme comprises four equally weighted modules: an elective, a bibliography project and two fieldwork modules. In 2002 the strategy for LS 421 was to merge it with the two fieldwork modules. Students spent two days a week in the three libraries in Delft, Delft South and Bellville South and attended a weekly seminar. The aim was to embed the learning of the LS 421 course in their experience in the libraries. The children and youth of the Delft and Bellville South face huge challenges arising from the histories and socio-economics of their communities. The lack of literacy and information literacy was identified as an area for the intervention of librarian students. The case study reports the various challenges encountered and concludes that more interrogation of the difference between library based fieldwork and service learning is required.
Converting the card catalogue of the National Library of South Africa, Cape Town Campus, into a machine-readable format
(Ashgate Publishing, 2008) Coetzee, Helena; Skelly, Lara
In 2006 the National Library of South Africa (NLSA), Cape Town Campus, began a project to convert its substantial card catalogue to machine-readable form. The article gives an overview of the Library's collections and catalogue and describes the project methodology. Funding was secured from the Carnegie Corporation of New York, and an in-house team appointed to begin the conversion. In order to meet project deadlines, the work of the in-house team was later supplemented by outsourcing the entry of records into the online catalogue. With the successful completion of the project, NLSA has been able to offer Internet access to many rare publications, whose whereabouts have previously been little known, and a significant contribution has been made to the bibliographic control of South African imprints.
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.

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