Readiness to adopt e-learning: pioneering a course in school librarianship education

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.Department of HE and Training approved lis

The conundrum of school libraries in South Africa

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

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.IS

E-book usage amongst academic librarians in South Africa

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.Department of HE and Training approved lis

Assessing the appropriation of social media by academic librarians in South Africa and Zimbabwe

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.DHE

Information literacy education in the South African Classroom: Reflections from teachers' Journals in the Western Cape province

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.DHE

Why school libraries remain underdeveloped in Nigeria, and the way forward

Applying the lens of constructivism and inquiry-based learning, this study investigated why libraries remain underdeveloped in Nigerian schools, and the way forward. The study was motivated by the importance accorded to school libraries, being one of the most important educational services that could be used to achieve good standard education in Nigeria. The methodological approach adopted for this study was mixed methods. The study’s population comprised “school librarians”, principals, and science teachers in public senior secondary schools as well as major stakeholders in education connected with the provision, management and utilization of library resources for teaching science subjects. The instruments of data collection were questionnaires, interviews, and observation. Quantitative data were analysed using the SPSS, while qualitative data were transcribed and analysed thematically. The state of school libraries was poor and the resource most frequently available in school libraries for teaching science was textbooks. Besides, the findings revealed that the majority of the library staff did not possess a librarianship qualification, and the majority of teachers adopted a teacher-centred approach. The study underscores the continued regarding textbooks as part of library resources for science, and offers some recommendations that could position school libraries for realising the government’s vision of economic growth

Use of web 2.0 technologies by library and information science students

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.DHE

City of Cape Town libraries' segregated history: 1952-1972

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.DHE

Information behaviour of Nigerian undergraduates in the world of Web 2.0

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