The school-community library as a solution to the lack of library services in the Umtata district of the former Transkei.

Thesis (M.I.S.)-University of Natal, Pietermaritzburg, 1997.Combined libraries are school facilities that double as public libraries, to allow libraries to reach areas not previously served, in a very cost-effective way. These libraries are most suitable for small disadvantaged communities which cannot afford to provide minimum library services through seperate services. This study is based on the extension of library services in the Umtata district of the former Transkei, where library services are almost non-existent. It sets out to establish the following: (i) the status quo in terms of school library provision and availability, (ii) the extent of, or lack of awareness with regard to the role of the school library in education, (Hi) the existing relations between the school and the community, (iv) the attitude of school principals to the concept of combined libraries. The survey research was employed with person-to-person interview using an interview schedule. Ninety two school principals and two teacher-librarians were interviewed. Descriptive statistics were used to analyze the data obtained. The findings revealed that school library provision in the Umtata district is poor, the few libraries that exist are inadequate in terms of material, staff and accomodation. There is however, a growing realization of the necessity for libraries in educational institutions. There is also a healthy relationship between the school and the community as a result most respondents supported the idea of joint-use. In conclusion, the study is in concurrence with previous studies on combined libraries, that they are suitable for those communities that are unable to provide minimum library services through seperate facilities. The adaptation of combined library services to suit the divergent needs of people with different cultural and social background is recommended. A local-based information system, which takes the form of a community participatory model is recommended

Pathways for retaining human capital in academic departments of a South African university

Background: The article underscores the process of knowledge retention for academics in select academic departments in the College of Human Sciences (CHS) at the University of South Africa (UNISA). The knowledge economy is ubiquitous and necessitates that organisations foster innovation and improve efficiency, effectiveness, competitiveness and productivity through knowledge retention. In an academic setting, which is the focus of this article, the situation is no different because there seems to be an accord worldwide that the quality of higher education largely depends on the qualifications of staff and professorial capability in quality research, instruction and doctoral level certification. By implication, it is critical that the retention of knowledge should be prioritised to ensure the curtailment of the impact of knowledge attrition. Objective: The study intends to profile knowledge assets in CHS, determine retention strategies and offer suggestions about regenerating knowledge retention initiatives. Research methodology: A quantitative approach, more specifically the informetrics technique of data mining, was adopted to profile academics in CHS at UNISA. Results: The results confirm the assertion that there is a discrepancy between senior academics who are probably due to leave the university in the next few years, and entrants who will replace them. The issue is worsened by the lack of an institutional framework to guide, standardise, strengthen or prioritise the process of knowledge retention. Conclusion: The study recommends the prioritisation, formalisation and institutionalisation of knowledge retention through the implementation of a broad range of knowledge retention strategies

Information access in high school libraries in Limpopo Province, South Africa

School libraries help to support the school curriculum by providing learners and teachers with access to a wide variety of information resources, exposing learners to diverse ideas, experiences and opinions. Equitable access to information resources by teachers and learners is absolutely essential to enable them to execute their curriculum-related tasks and activities. Information access refers to an entire range of possibilities for making information and information services available to the users. Although access to services and collections is enshrined in the United Nations Universal Declaration of Human Rights and Freedoms it has emerged from the literature that only a few schools in South Africa have well-equipped and functional libraries, making accessibility to information resources a major challenge to the majority of the teachers and learners. A library's success depends upon the availability of information resources. It is not enough that a library houses information resources; what is important is that they are physically and intellectually accessible to those who need them. The purpose of this study was to investigate information access by teachers and learners in high schools in the Limpopo province. The study was largely quantitative, blended with the triangulation of both quantitative and qualitative methods for data collection. Self-administered questionnaires were used to collect quantitative data from principals and teacher-librarians whilst an interview schedule was used to collect qualitative data from education officials. The findings established that access to information by teachers and learners is a daunting challenge in the majority of the schools. The study recommends that the National Guidelines for School Library and Information Services (2012) be converted into a legislated school library policy to ensure functionality of the different school library models to improve information access for curriculum support.Information Scienc

Challenges of the LIS educator at an open distance university (ODL)

Paper presented at the Annual LIS Research Symposium, 24-25 July 2014, at UNISA Science Campus, Florida9 slidesNo abstract availabl

Pathways for retaining human capital in academic departments of a South African university

Literature has revealed that in the knowledge-driven economy, knowledge is regarded as a strategic, valuable and competitive asset that enables organisations to foster innovation and improve effiiency, effectiveness, productivity and competitiveness (Alstete 2003; Desouza & Awazu 2004; Drucker 2001; Hira 2011; Horwitz, Heng & Quazi 2003). This is based on the notion that knowledge is deemed to be central not only to power, but also to wealth. Knowledge is embodied in a person or carried, created, augmented, improved, applied, taught and passed on, used or misused by a person; which means that the person is at the centre (Castro 2008; Choo & Bontis 2002; Drucker 2001; Nelson & McCann 2010). Unlike during the industrial age where physicality was of primary importance, in the knowledge economy it is the brains rather than the brawn of the workforce that will add value to intelligent organisations or learning organisations (Alvin Tofflr, cited in Desouza & Awazu 2004). Thus, it is knowledge, the intellectual capital of astute workers, which is the fundamental resource for economic development. The inherent value of knowledge means that the leverage of knowledge assets is iSchool of Interdisciplinary Research and Graduate Studies (SIRGS

School library development vs policy provision: divergence or convergence?

A policy and legal framework for school libraries is a guiding framework for the provision, development and management of school libraries. Similarly, it is a lever that standardises school library development, management and practice. Although the existence of a policy does not guarantee the development of efficient and functional school libraries, its inherent value cannot be overemphasised. It is widely documented that in South Africa, only 7.2 per cent of public schools have functional school libraries, which are crucial to enrich the quality of teaching and learning and support learners and teachers. The aim of this study was, firstly, to analyse the legal and policy provision for school libraries in South Africa; and secondly, to examine the state of school libraries in Limpopo province, South Africa. The study further sought to establish whether there is divergence or convergence between policy provision and the status of school libraries in Limpopo. The study adopted a quantitative research paradigm and triangulated utilising questionnaires and document analysis as instruments to collect data. The study established that there is a regime of policies related to school libraries, most of which are still in draft form. Furthermore, the study confirmed that provision of policy does not necessarily translate into an efficient school library system. The distinct divergence means that there is no correlation between policy provision and practice. The study recommends that the existing school library policies should be streamlined, adopted and implemented to scale up the development of efficient and functional school libraries in Limpopo.Information Scienc

Repositioning school library committees to advance school library development in South Africa

The existence of an effective and apposite governance structure is vital for the survival and functionality of an organisation, including school libraries. School library committees are governance structures indispensable for the establishment, development and maintenance of effective and functional school libraries world-wide. In South Africa, the establishment of school committees including library committees is sanctioned by the South African Schools Act (SASA) Number 84 of 1996. This is a concept paper sharing insights on how school library committees as governance structures could be repositioned to champion, influence and provide strategic direction and guidance for the development of school libraries.Information Scienc

Information ethics education in Library and Information Science departments and schools in South Africa

This paper investigates the nature and level of information ethics education in library and information science (LIS) departments in South Africa. The study entailed both qualitative and quantitative methodologies in that a survey and content analysis were conducted. The study involved all 12 LIS departments in South Africa. Within these departments, the heads of department, lecturers teaching the module, and the course outlines/study guides for information ethics modules formed the target population. Data was collected via questionnaires that were emailed to the heads of the various LIS departments, who were also requested to forward a separate questionnaire to the lecturers teaching an information ethics module. Responses were received from 7 of the 12 LIS departments to which questionnaires were sent. The study revealed that in most LIS departments, information ethics is incorporated into the content of other modules and is not taught as a stand-alone course. In the LIS departments that offer a stand-alone information ethics module, the module is offered for the fi rst time in second year, the rationale being that at this level students are suffi ciently mature to appreciate information ethics. With the exception of one lecturer, who had a background in both LIS and Philosophy, all the lecturers had backgrounds in LIS only. In light of the ethical dilemmas facing information professionals, it is recommended that information ethics be made a significant component of LIS education and training, in which case it would be offered as a full stand-alone module.Information Scienc