Books and Book Chapters (Library and Information Science)

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    Digital media usage and prevalence of internet addiction among undergraduate students in South Africa
    (The Technical University of Kenya, 2019) Salubi, Oghenere Gabriel; Nekhwevha, FH; Oyediran-Tidings, Stella; Ondari-Okemwa, EM
    The use of Internet and digital media in the academic sector has significantly improved knowledge creation. The Internet has particularly proven itself to be a valuable resource in the enhancement of knowledge production and dissemination. The purpose of the study on which this chapter is based was to establish how excessive non-academic use of the Internet detrimentally affects daily lives of undergraduate students. A survey was conducted of 390 university undergraduate students, comprising mainly of adolescents or young adults, who were selected using stratified random sampling at two South African universities. The universities selected were Fort Hare and Nelson Mandela. Data was collected using the Modified Internet Addiction Test for Undergraduates (MIATU), a modification of Internet Addiction Test (IAT) questionnaire. 282 (72.3%) of the respondents indicated that they make use of the Internet daily with 34.8% spending more than 10 hours. More than 60% have access to at least two electronic devices. Most of the respondents stayed online longer than intended (x? 2.88), slept less at night due to Internet use (x? 2.63) and hence spent less time studying owing to Internet surfing (x? 2.27). Furthermore, the amount of time spent on the Internet had a significant relationship with the level of influence the use of the Internet had on respondents (B = 0.250, t = 4.850, p<0.05). The findings are indications that the excessive amount of time spent on the Internet served as a distraction from school work; a situation that disadvantaged students in academic productivity. These findings suggest that the uncontrolled use of new media is both a hazard and a potential danger to academic productivity. This is the first study in South Africa that empirically investigates Internet use pattern by undergraduate students, Internet use rate and problematic Internet use among undergraduate students. Keywords: Internet addiction, Internet use, Undergraduate Students, Problematic Internet use, South Africa.
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    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.
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    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).