- A-Z Publications
- South African Journal of Libraries and Information Science
- Previous Issues
- Volume 80, Issue 2, 2014
South African Journal of Libraries and Information Science - Volume 80, Issue 2, 2014
Volume 80, Issue 2, 2014
Author Jaya RajuSource: South African Journal of Libraries and Information Science 80 (2014) http://dx.doi.org/http://dx.doi.org/10.7553/80-2-1510More Less
In the second half of 2014, SAJLIS received eighteen manuscripts for consideration for publication. Rigorous applications of the journal's editorial policy and double-blind peer review process to maintain the quality of the journal saw only three of these manuscripts make it to the final stage of publication. The remainder of the manuscripts were either rejected or authors were asked to revise and re-submit for review. This rigour in the editorial management of an open access, accredited title is essential in a transformative age in publishing where some still view the traditional subscription-based journal publishing model as more thorough in its peer review process than the open access model. An upside of the open access format is that a new issue of a journal does not necessarily have to be delayed - it may be put out in the public domain and added to as further approved manuscripts become available for publication.
The use of electronic information resources for academic research by postgraduate students at Delta State University, Abraka, NigeriaSource: South African Journal of Libraries and Information Science 80, pp 1 –7 (2014) http://dx.doi.org/http://dx.doi.org/10.7553/80-2-177More Less
This study used a structured questionnaire to investigate the usage of Electronic Information Resources (EIR) for academic research by 150 postgraduate students at Delta State University, Abraka, Nigeria. Interviews with some students and selected individuals at the institution were also conducted. The study looked into whether postgraduate students had access to EIR; whether they knew how to use computers in order to have access to EIR; the extent to which they knew and were aware of EIR; the current status of EIR at their institution; how often they used these resources for academic research purposes; and the challenges that they encountered in using these resources. The findings of the study show that postgraduate students at Delta State University are aware of the existence of EIR, but the optimal use of these resources is hampered by limited access to some EIR due to lack of information searching skills, limited space, low bandwidth and erratic power supply. It is, therefore, recommended that the institution should provide adequate space, enough power supply and should address some of the issues hindering equitable access to these resources. The development of an institutional repository and the use of open access resources will also improve access to scientific and electronic information by postgraduate students at the institution.
Source: South African Journal of Libraries and Information Science 80, pp 8 –16 (2014) http://dx.doi.org/http://dx.doi.org/10.7553/80-2-1401More Less
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.
The battle of the e-textbook : libraries' role in facilitating student acceptance and use of e-textbooksSource: South African Journal of Libraries and Information Science 80, pp 17 –26 (2014) http://dx.doi.org/http://dx.doi.org/10.7553/80-2-1509More Less
The objective of this study was to investigate students' acceptance and use of e-textbooks to enable libraries to make more informed decisions about their e-book collections. The data were collected in a classroom situation, surveying students who had been exposed to e-textbooks. A self-completion questionnaire was used and 254 usable questionnaires were received. The results showed that most students would prefer to have both a printed textbook and an e-textbook. Although almost half of the respondents indicated that they would prefer it if the library were to buy more e-textbooks, the others did not see a need for this option or they did not care. However, only 44% of respondents indicated that they knew how to access the electronic collection in the library. It was, furthermore, a matter of concern that 82% of the respondents never, or rarely, made use of e-textbooks from the library. The results suggest that e-textbooks are not perceived as more useful than print textbooks. It is up to universities, and more specifically libraries as distributors of information, to take the lead in developing policies, processes, and strategies to deal with e-textbooks, and to manage this electronic challenge successfully.