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- South African Journal of Libraries and Information Science
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- Volume 78, Issue 2, 2012
South African Journal of Libraries and Information Science - Volume 78, Issue 2, 2012
Volume 78, Issue 2, 2012
Author Jaya RajuSource: South African Journal of Libraries and Information Science 78 (2012) http://dx.doi.org/http://dx.doi.org/10.7553/78-2-108More Less
This final issue for 2012 includes contributions on the use of academic libraries by undergraduate students, library leadership in the digital age, information literacy among specialist professionals, exposing first-year university students to creative writing using a virtual learning environment, and school library policy in KwaZulu-Natal, South Africa.
Academic staff expectations of undergraduate students with respect to their use of the library at the University of KwaZulu-Natal, Pietermaritzburg CampusSource: South African Journal of Libraries and Information Science 78, pp 79 –87 (2012) http://dx.doi.org/http://dx.doi.org/10.7553/78-2-111More Less
This study was based on a Master's dissertation which investigated the academic staff expectations of undergraduate students with respect to library use at the University of KwaZulu-Natal, Pietermaritzburg (UKZNP) campus. The specific objectives of the study were to determine whether academic staff encourage students to use the library, to determine the reason(s) for doing or not doing so and to determine the format(s) or way(s) in which this is done. The survey research method was used and the data was collected through a self-administered questionnaire. All 131 academic staff of the Faculty of Human and Management Sciences were surveyed. Seventy one academic staff responded yielding a response rate of 55%. Most (86%) academic staff expected and encouraged students to use the library at an undergraduate level. The most used "method" of doing so was verbally. Conclusions in line with the findings and research objectives were made and these were followed by recommendations which included that greater effort could be made by lecturers in referring and/or encouraging students to use the library.
Library leadership : innovative options for designing training programmes to build leadership competencies in the digital ageSource: South African Journal of Libraries and Information Science 78, pp 88 –101 (2012) http://dx.doi.org/http://dx.doi.org/10.7553/78-2-109More Less
Library leaders may not be fully equipped to deal with the demands and rigours of the digital age and its consumers. The advent of the internet, search engines and social media require a paradigm shift in the development of these leaders. Whilst much has been written about the required competencies, there seems to be no clear guiding principle on how the development should take place. The authors propose that the development of library leaders is a process, best illustrated through movement through Drotter's Leadership Pipeline. The importance of thinking preferences, based on Herrmann's Whole Brain Model, is highlighted and it is shown how these often clog development through this Pipeline. Utilising data from the Herrmann Brain Dominance Instrument (HBDI) assessments of the 120 participants in six of the Centre for African Library Leadership (CALL) development programmes, the authors show how the thinking preferences of these library leaders could enable or detract from their readiness to develop the appropriate competencies in the digital age. Recommendations are made on how best to overcome this to prepare library leaders to deal with the requirements of the digital age consumer.
Source: South African Journal of Libraries and Information Science 78, pp 101 –111 (2012) http://dx.doi.org/http://dx.doi.org/10.7553/78-2-110More Less
The study upon which the article is based investigated the information literacy of aspirant barristers in Nigeria and examined the efforts undertaken to restructure the legal education system in Nigeria. It explored the connection between contextual influences and professional development, particularly with respect to the concept of legal information literacy and the value of acquired educational skills in the context of legal practice in Nigeria. Data were obtained using quantitative and qualitative approaches. Key findings from the study were supportive of the importance of information literacy as central to the development of professional competence of the aspirant barristers which can be achieved through re-structuring the teaching methods and curricula of the Nigerian Law School (NLS). The study makes recommendations for the adoption and integration of information literacy as a conceptual framework by which skills training can be developed into the curriculum of the Nigerian Law School.
Sharing our stories : using an online encyclopaedia as the basis for a general education module on local history, creative writing and social justiceAuthor Graham StewartSource: South African Journal of Libraries and Information Science 78, pp 112 –119 (2012) http://dx.doi.org/http://dx.doi.org/10.7553/78-2-37More Less
Conventional wisdom suggests that the best way of equipping first-year university students with the skills to cope with the rigorous demands of discipline-specific discourse is through an "academic literacies" approach. In other words, by developing their abilities to discern different disciplinary contexts and settings, students may more confidently adopt appropriate linguistic practices in their studies (Archer 2010: 497). I would suggest that where the approach frequently falls short, is in the narrow range of discipline-specific materials provided for student consumption. To achieve the desired levels of linguistic agility for university study, students need a mental gymnasium with a truly challenging set of apparatus. It is not only students of literature who need exposure to creative writing. Reading of creative fiction can ignite the narrative imagination of the first-year university student, provoking an exploration of cultural diversity, social justice and identity. Novels, plays, poetry and short stories can engage the reader more deeply than factual studies, and engender a thoughtful, responsive and responsible attitude towards society. A sense of social justice is fundamental to the development of good citizenship, and it has been argued that the study of creative writing, especially that which is embedded in local and regional history, provides a sound scaffolding for student learning experiences through related writing activities and debate. Online literary and historical encyclopaedias can provide an ideal information landscape for the development of learning modules that focus on local literature. A structured e-learning module may build on such online sources by assisting the student to navigate the abundant references and discover materials that may be probed more deeply through reading assignments, writing tasks and discussion. This paper presents a case study of the design and development of a general education learning module - "Sharing our stories" - intended to provide students with enriching encounters with local literature while advancing their academic reading and writing skills. The module draws on the content of the Encyclopaedia of South African Arts, Culture and Heritage (ESAACH) which plays an integral part as a springboard to the exploration of local writing. While students encounter a variety of short stories, extracts from novels and biographical writing, a blog feature ensures that the students' own contributions are lodged within the bigger story - what Ngugi wa Thiong'o calls the "collective history" - of our region (Wa Thiong'o 1986: xi).
Source: South African Journal of Libraries and Information Science 78, pp 120 –131 (2012) http://dx.doi.org/http://dx.doi.org/10.7553/78-2-39More Less
This article reports on research on the KwaZulu-Natal School Library Policy, its implementation strategy and feasibility for implementation in the province of KwaZulu-Natal. The article is the base research article which draws on a larger study which was undertaken for a doctorate. The first research objective of the study was to analyse and critically assess the KwaZulu-Natal School Library Policy document and its implementation strategy. Other objectives focused on the key elements of the provincial policy and their adequacy in terms of policy formulation and development.
The research took into account the accepted standards of good policy formulation to provide perspective and contextualise the study, and delineated educational challenges for the sector. The following theoretical frameworks guided the study: a constructivist approach in interpreting and evaluating the role of school libraries within an education system based in constructivist principles, the traditional policy model to evaluate policy formulation and design, and a social constructionist view of policy in the interpreting of policy development and implementation. The epistemological basis for the main methodology, the Delphi technique, was social constructivism.
The research design comprised two phases. Qualitative data collected from the Delphi panel's expert opinion were interpreted to analyse the policy document critically and assess its implementation strategy. To a lesser extent this article reports on the second phase, the quantitative data from an analysis of existing surveys and reports which provided an overview of the current state of school library provisioning in KwaZulu-Natal. School library models already being implemented in the province were evaluated against this background.
The research results provide guidelines for reviewing and refining the provincial policy intervention and brought to the fore several issues that need to be resolved to facilitate school library development in South Africa. Recommendations are made concerning these guidelines.