scholarly journals Academic integration of libraries at Universities of Technology (UoTs) in South Africa

2016 ◽  
Author(s):  
◽  
Shirlene Neerputh
Keyword(s):  
South Africa ◽  
Academic Success ◽  
Open Access ◽  
Information Literacy ◽  
Academic Integration ◽  
Reading And Writing ◽  
Process Learning ◽  
Research Programmes ◽  
Teaching Learning ◽  
The University

Academic libraries should lead in the instructional change process by being at the nexus of teaching, learning and research in the university. This study was set in the context of the current higher educational landscape of South Africa. In particular, it focused on the emerging role of the University of Technology (UoT) library to enhance academic success. This was an exploratory study juxtaposed with a literature review pertinent to national and international library integration programmes and practices. Justification for this study stemmed from the current local and international trend for academic libraries to become proactive partners in teaching and learning through academic integration and leadership in promoting the university’s mission and goals. Underpinned by the process learning theoretical framework, the aim of this study was to explore the extent to which academic integration has been adopted by UoT libraries in South Africa. Process learning was chosen by the researcher because it is considered a learner-centred teaching technique for student engagement and it is consistent with the constructivist theory postulated and applicable to UoT libraries. The specific objectives of the survey were to determine: what academic integration programmes are offered by UoT libraries to enhance teaching, learning and research in South Africa; existing information literacy programmes and assessment practices in UoT libraries; what postgraduate/research programmes are offered by the library to academics and students and how they are represented in strategy or policy documents; and the similarities and differences in academic integration programmes in all six UoTs in SA. A mixed methods approach (quantitative and qualitative methodologies) were used to collect data regarding programmes and practices prevalent in UoT libraries across all six UoTs in South Africa. An online questionnaire was administered using SurveyMonkey. Forty-two subject librarians participated in the survey, yielding a sixty- two percent response rate. The objectives of the study were achieved by the identification of the following key academic integration programmes: embedded information literacy programmes; resource collection and development; faculty collaboration and partnerships to promote academic success; research scholarship and open access initiatives; social media networking; and reading and writing programmes. This study found that while academic integration has gained momentum in UoTs in South Africa, greater effort should be made in collaboration with academics in: embedded information literacy and blended learning; open access and scholarship; reading and writing programmes; and collaboration in postgraduate interventions. The findings also revealed that while most libraries internationally have embraced reading and writing programmes, libraries offering reading and writing programmes to enhance academic success are relatively scarce in UoTs in South Africa. It is recommended that the subject librarians engage in academic integration practices by: supporting the curricula and research programmes; improving institutional outcomes; improving collaborations; building intellectual or knowledge centres and providing relevant information to students and staff within a knowledge society.

ROLE OF LIBRARIANS IN TEACHING INFORMATION LITERACY IN ZIMBABWEAN AND SOUTH AFRICAN UNIVERSITIES: A COMPARATIVE STUDY

Mousaion ◽  
2016 ◽  
Vol 33 (1) ◽  
pp. 23-42 ◽  
Author(s):  
Tinashe Mugwisi
Keyword(s):  
South Africa ◽  
South African ◽  
Information Literacy ◽  
Ethical Issues ◽  
University Libraries ◽  
Information And Communications Technologies ◽  
Communications Technologies ◽  
Information Skills ◽  
The University

Information and communications technologies (ICTs) and the Internet have to a large extent influenced the way information is made available, published and accessed. More information is being produced too frequently and information users now require certain skills to sift through this multitude in order to identify what is appropriate for their purposes. Computer and information skills have become a necessity for all academic programmes. As libraries subscribe to databases and other peer-reviewed content (print and electronic), it is important that users are also made aware of such sources and their importance. The purpose of this study was to examine the teaching of information literacy (IL) in universities in Zimbabwe and South Africa, and the role played by librarians in creating information literate graduates. This was done by examining whether such IL programmes were prioritised, their content and how frequently they were reviewed. An electronic questionnaire was distributed to 12 university libraries in Zimbabwe and 21 in South Africa. A total of 25 questionnaires were returned. The findings revealed that IL was being taught in universities library and non-library staff, was compulsory and contributed to the term mark in some institutions. The study also revealed that 44 per cent of the total respondents indicated that the libraries were collaborating with departments and faculty in implementing IL programmes in universities. The study recommends that IL should be an integral part of the university programmes in order to promote the use of databases and to guide students on ethical issues of information use.

scholarly journals Media and Information Literacy in South Africa: Goals and Tools

Comunicar ◽  
2012 ◽  
Vol 20 (39) ◽  
pp. 35-44
Author(s):  
Ibrahim Saleh
Keyword(s):  
South Africa ◽  
Information Literacy ◽  
Social Inclusion ◽  
Cape Town ◽  
Essential Elements ◽  
The Media ◽  
Donor Agencies ◽  
University Of Cape Town ◽  
The University ◽  
Teachers Training

The South African government has emphasized the need to expand the role of media education to promote equal access, with a level of quality and relevance that will empower disadvantaged groups. However, it is a challenging, time-consuming process, as well as requiring considerable and consistent expenditure and partnerships between many donor agencies. There is little research on the causes behind unequal access to technology, or comparative studies of the barriers that impede the diffusion and adoption of media and information literacy in South Africa. It is thus not surprising that the media and information literacy component is still missing from the agenda that lists Africa’s myriad problems, as well as the absence of qualified teachers, training for the trainers and the presence of IT literacy in the curricula, all of which are essential elements for any future development. The UNESCO model of curricula could help close the digital divide and promote social inclusion. As a contribution to that goal, this study investigates some of the pertinent issues related to media and information literacy via a sample of students at the University of Cape Town. This research offers some practical solutions on how to help raise the levels of media and information literacy among the disadvantaged, in the case in South Africa. El gobierno de Sudáfrica ha realizado recientemente un enorme esfuerzo en la expansión del papel de la educación en medios, con el objeto de ofrecer un acceso equitativo y de calidad a toda la población, especialmente hacia los grupos desfavorecidos. Sin embargo, este proceso requiere tiempo y recursos ingentes y constantes, además de la necesaria colaboración de otras instituciones. Actualmente, existe en Sudáfrica escasa investigación sobre las causas de las desigualdades de acceso a la tecnología o los obstáculos que existen para la difusión y puesta en marcha de la alfabetización mediática en Sudáfrica. No es sorprendente, por ello, que entre los múltiples problemas que existen hoy en África todavía la alfabetización mediática e informacional no sea una prioridad. Siguen existiendo muchos maestros con escasos conocimientos en esta materia, la capacitación de formadores es muy pobre y su incorporación en programas de alfabetización muy anecdótica. El Currículum UNESCO MIL de Alfabetización Mediática es un reto para ayudar a superar esta brecha digital y promover la inclusión social. Con este objetivo, este estudio analiza algunas cuestiones relacionadas con la alfabetización mediática a partir de una muestra de estudiantes de la Universidad de Cape Town, proponiendo algunas soluciones prácticas sobre cómo ayudar a mejorar los niveles de alfabetización mediática e informacional en las sociedades menos favorecidas, como es el caso de Sudáfrica.

scholarly journals Investigating health factors as predictor of early drop-out of rst year accounting students at the University of the Free State, South Africa

Afrika Focus ◽  
2016 ◽  
Vol 29 (2) ◽  
Author(s):  
Christa Beyers ◽  
Hanli Joubert
Keyword(s):  
South Africa ◽  
Academic Success ◽  
South African ◽  
Hiv And Aids ◽  
Drop Out ◽  
Free State ◽  
Accounting Students ◽  
Health Factors ◽  
Group Interviews ◽  
The University

Introduction: The future of the South African workforce looks bleak given the challenges posed, not only by health factors, including HIV and AIDS, but also the success and throughput rate of rst year university students. Methodology: The research in this study was conducted in 2013 using a post-positivist approach and applying an interpretive stance using a mixed method approach, which included a quantita- tive non-experimental predictive multivariate design as well as focus group interviews to triangu- late the ndings. Results: We present ndings that psychosocial background factors, physical health and emotion- al health in uence success and non-completion rates among rst year students at the University of the Free State, South Africa. Conclusion: We argue that early identi cation of poor psychosocial background, including health factors, can assist in empowering youths helping them to make healthy decisions and deal with stressful situations in a way that will not compromise their academic success. 

scholarly journals Investigating health factors as predictor of early drop-out of first year accounting students at the University of the Free State, South Africa

Afrika Focus ◽  
2016 ◽  
Vol 29 (2) ◽  
pp. 9-20
Author(s):  
Christa Beyers ◽  
Hanli Joubert
Keyword(s):  
South Africa ◽  
Academic Success ◽  
Emotional Health ◽  
Hiv And Aids ◽  
Drop Out ◽  
Free State ◽  
First Year ◽  
First Year Students ◽  
Health Factors ◽  
The University

Introduction: The future of the South African workforce looks bleak given the challenges posed, not only by health factors, including HIV and AIDS, but also the success and throughput rate of first year university students. Methodology: The research in this study was conducted in 2013 using a post-positivist approach and applying an interpretive stance using a mixed method approach, which included a quantitative non-experimental predictive multivariate design as well as focus group interviews to triangulate the findings. Results: We present findings that psychosocial background factors, physical health and emotional health influence success and non-completion rates among first year students at the University of the Free State, South Africa. Conclusion: We argue that early identification of poor psychosocial background, including health factors, can assist in empowering youths helping them to make healthy decisions and deal with stressful situations in a way that will not compromise their academic success.

scholarly journals Social Justice Through Access to Information at the University of Illinois at Chicago University Library

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Sandra De Groote
Keyword(s):  
Social Justice ◽  
Open Access ◽  
Information Literacy ◽  
Equal Access ◽  
Access To Information ◽  
University Of Illinois ◽  
University Library ◽  
The University

This paper outlines the efforts of the University Library of the University of Illinois at Chicago to provide free open access to information so that everyone has equal access to it. The library does this through advocacy for open access, providing resources to make information openly accessible, and providing training in information literacy to access and use open information.

scholarly journals Water history and transdisciplinarity: a South African perspective

2011 ◽  
Vol 7 (2) ◽  
Author(s):  
Johann Tempelhoff
Keyword(s):  
South Africa ◽  
Transdisciplinary Research ◽  
Cultural Dynamics ◽  
Water Sector ◽  
Research Strategies ◽  
Water History ◽  
North West ◽  
Research Programmes ◽  
Recent Developments ◽  
The University

In the article attention is given to recent developments in the field of water history at North-West University in South Africa, where transdisciplinary research strategies have been incorporated into research programmes on contemporary problems experienced in the country’s water sector. The initial focus on water history gradually shifts to water studies and how interdisciplinary research and the exponential growth of scientific knowledge has opened up space for the emergence of transdisciplinary research. There is a discussion on the research undertaken by members of the Research Niche Area for the Cultural Dynamics of Water (CuDyWat) at the university and an outline of some of the group’s completed research reports. The potential value of current research is also examined.Keywords: water studies; South Africa; water sector; water history; transdisciplinary researchDisciplines: History; water studies; transdisciplinary.

The functions of the National Archives of South Africa regarding universities’ records and archives

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Nkholedzeni Sidney Netshakhuma
Keyword(s):  
South Africa ◽  
Quantitative Research ◽  
Best Practice ◽  
Comparative Case Study ◽  
The South ◽  
Content Type ◽  
National Archives ◽  
Definition Of ◽  
Teaching Learning ◽  
The University

Purpose This paper aims to assess the functions of the National Archives of South Africa regarding universities’ records and archives by comparing the University of the Witwatersrand (Wits) and the University of Venda’s (Univen) implementation of the National Archives and Records Service of South Africa Act, No. 43 of 1996 (NARSSA) provisions 11 and 13, with the view of recommending best practice. Design/methodology/approach The quantitative research methodology was adopted. The data collection tool was a questionnaire completed by 34 heads of divisions, departments and units from the Wits and Univen, supplemented by a document review. Thus, the study population comprised universities’ heads of divisions, departments and units. Findings The National Archives of South Africa is not playing a role in providing advice to universities on how to manage their records and archives to fulfil their teaching, learning and research mandate, protect them from litigation and preserve their corporate memory such as records with national and international significance. Most of the respondents were not aware of the NARSSA provision 11 on the custody and preservation of records, and provision 13 on the management of public records. NARSSA lacks provision specifically for the management of university records. NARSSA appears vague about the management of university records, as it does not explain the legal definition of university records. Research limitations/implications This is a comparative case study limited to Wits and Univen. The shortcoming of this study is that the author did not provide relevant and detailed information for the article reader to fully understand the functions of the NARSSA provisions 11 and 13 regarding university records and archives at Wits and Univen, respectively. Practical implications The study recommends the South Africa legislature to review the NARSSA regarding records and archives’ role in the university. The researcher’s view is that reviewing existing NARSSA provisions 11 and 13 would provide universities with the responsibility of managing some of their national and international records. This might improve the management of records and this, in turn, would enhance the preservation of records. Originality/value This paper appears to be the first to review the functions of the National Archives of South Africa regarding the South African university’s records and archives.

scholarly journals Towards an activist research: Is Wikipedia the problem or the solution?

2020 ◽  
Vol 45 (4) ◽  
pp. 155-161
Author(s):  
Alexandra Duncan
Keyword(s):  
Open Access ◽  
Digital Divide ◽  
Information Literacy ◽  
The Internet ◽  
Critical Information ◽  
The Arts ◽  
Starting Point ◽  
Global Digital Divide ◽  
Colonial Legacies ◽  
The University

ABSTRACTIs the internet a tool for democracy or the manifestation of the global digital divide? Using the colonization of the internet as a starting point, this article outlines some current issues with knowledge equity, asking if democratic open access products like Wikipedia are the solution or another manifestation of the systemic bias of society. Whilst acknowledging librarianship has its own colonial legacies to address, the suggestion is made that critical librarianship can provide a response in the form of library–based edit-a-thons and Wikipedia workshops. These show how the power of Wikipedia can be used responsibly not just for enabling critical information literacy, but as an instrument for activism. In considering librarian interventions done so far at the University of the Arts, London, the article outlines future practical possibilities for decolonization, as well as looking more widely at how to democratize information in open access products and the Western publishing that sits behind them.

scholarly journals Status of undergraduate community-based and public health physiotherapy education South Africa

2013 ◽  
Vol 69 (1) ◽  
Author(s):  
K. Mostert-Wentzel ◽  
J. Frantz ◽  
A. J. Van Rooijen
Keyword(s):  
South Africa ◽  
Service Learning ◽  
South African ◽  
Learning Strategies ◽  
The South ◽  
Or Education ◽  
Study Guides ◽  
The Government ◽  
Teaching Learning ◽  
The University

Curricula of health education institutions need to be periodically revised to be aligned with its context. This study explored the status of physiotherapy curricula in South Africa as point of departure for benchmarking by individual institutions. A document analysis was done of the university physiotherapy departments (N=8) in South Africa. institutional ethical clearance and permission from the heads of departments were obtained. Content analysis was used to analyse the South African Qualifications Authority exit-level outcomes and the university study guides for community placements. Most universities employed a form of service-learning, with interventions in a range of settings. Five themes emerged: practice of evidence-based physiotherapy, rendering physiotherapy services, acting professionally, communication, and collaboration. The country’s priority conditions were addressed. Teaching-learning strategies included group activities (class or education sessions), community projects, home visits and portfolios of evidence. Personal and small-group reflections were prominent. The undergraduate community physiotherapy curricula in South Africa address the health profile of the population and priorities in the health system to different degrees. The variation between universities should be interpreted with caution as the study guides only gave a limited snapshot into each institution’s curriculum. However, findings suggest that each physiotherapy university department may have gaps in preparing physiotherapy undergraduate students for the needs of the South African population and expectations of the government. Possible ways to share teaching-learning resources are recommended

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