Research Articles (Library and Information Science)
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Zinn, Sandy (Unisa Press, 2000)[more][less]
Abstract: Information literacy is the ability to access and critically engage with information, and to communicate new understandings which lead to knowledge and wisdom. Information literacy skills are incorporated in our outcomes-based educations critical, cross-curricular outcomes. Our new learner-centred, resource- based curriculum places a premium on acquiring information literacy skills. Access to a resource rich learning environment favours the development of information literacy and the success of outcomes-based education. Most schools in South Africa lack basic learning resources and in African languages there exists the greatest dearth. Using an informal study of 65 historically disadvantaged schools in Cape Town, the author explores issues of language and cognition, learning resources in the mother tongue, and new teaching methodologies, in particular resource-based learning's learner-centred approach. URI: http://hdl.handle.net/10566/755 Files in this item: 0
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Zinn, Sandy; Hart, Genevieve (Library and Information Association of South Africa, 2007)[more][less]
Abstract: 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. URI: http://hdl.handle.net/10566/698 Files in this item: 1
ZinnSchoolLibraries2007.pdf (555.7Kb) -
Rhoda, Anthea; Maurtin-Cairncross, Anita; Phillips, Julia; Witbooi, Sally (University of the Western Cape, 2006)[more][less]
Abstract: Although women fulfil and play meaningful roles in the academic life of universities, their contributions have seldom been acknowledged. The voices of women outside of the dominant western context of knowledge production such as women in South African historically black universities(HBUs), remains largely maginalized. Women at these HUBs have indicated a need for mentoring and support to assist with their scholarly endeavours URI: http://hdl.handle.net/10566/682 Files in this item: 1
WitbooiConqueringPubhishing2006.pdf (821.7Kb) -
Witbooi, Sally (University of Free State, 2004)[more][less]
Abstract: The South African government and proffessions are taking stock of the transforamtion of the last decade. Manucipalities still face serious problems such as urbun populattion growth, poverty, housing shortages environmental and health problems. URI: http://hdl.handle.net/10566/609 Files in this item: 1
WitbooiInformationLandscape2004.pdf (6.625Mb) -
Hart, Genevieve (Walter de Gruyter, 2006)[more][less]
Abstract: This study examines if public libraries in a province in South Africa are ready to assume an enhanced responsibility for information literacy education, specifically that of students, and, if so, what inhibiting and facilitating factors might exist. The public libraries in the rural province of Mpumalanga provide the case site. “Readiness”, at one level, refers to physical capacity and, on a second level, to more subjective attributes such as staff attitudes and beliefs. The paper reports on the first phase of the study – in which both quantitative and qualitative data were gathered by means of a questionnaire/interview survey of 57 public librarians in 46 sites. The study finds that Mpumalanga public libraries are indeed heavily engaged in serving school learners. Shortcomings in certain physical facilities, such as the lack of space and absence of retrieval tools, are inhibiting factors with the heritage of apartheid still impacting on the availability of and quality of service. The low level of professional education of public library staff is found to impede innovation in library programming. The prevailing information literacy education model largely comprises oneto- one support, although there is a fair amount of source-based group library orientation. Moving towards information literacy education will depend on a shift in conceptions of the educational role of public libraries. In the absence of recognition of their curricular role by public library authorities and educators, many public librarians are not sure that their services to school learners are legitimate. There is, however, dawning recognition that present approaches are not meeting the needs of school learners and that more effective communication with educators is required. This recognition comes from public librarians’ frustrating encounters with learners rather than from insight into information literacy education theory and experience. The fundamental conclusion is that sustainable information literacy education in public libraries will depend on more dynamic leadership and on a vision of a new model of public library. URI: http://hdl.handle.net/10566/608 Files in this item: 1
HartLiteracyEducation2006.pdf (558.4Kb)