No abstract

The purpose of this study is to demonstrate that records surveys are a critical function that supports a framework for managing public records. The study was motivated by the recognition that the key step in ensuring that records are properly managed on a continuing basis at each stage of the life cycle is to examine all records created and maintained by an office through, among other activities, conducting a records and information management survey. The study employed a quantitative methodology to gather data using self-administered questionnaires completed by registry supervisors working in government ministries, face-to-face interviews held with former and current National Archives of Zimbabwe archivists and records management assistants as well as content analysis of records survey reports. The findings revealed that records surveys are a strong pillar supporting the framework for managing public records in Zimbabwe. However, most public registries have not yet realized the benefits of records surveys due to the difficulties that hinder them from implementing the recommendations. The study recommends that key records management activities such as records appraisal, developing a vital records management programme and creating retention and disposal schedules may be effectively managed if the recommendations of records surveys are implemented by public registries in Zimbabwe.

This article is based on a study which aimed at broadening archival representation by investigating how to bring the contemporary history of the South African Portuguese community into the country's archival heritage. To achieve this aim, the study sought to develop an archival collecting model for the records generated by Portuguese community-based organisations, since these materials are deemed an important source for preserving the social history, memories and experiences of an under-documented group, such as the Portuguese in South Africa. National and international sources were analysed and reviewed, and an empirical investigation to examine the Portuguese community organisations was conducted, in order to gain an understanding of the most effective strategies for collecting, managing and preserving these records. This article therefore proposes an archival collecting model for the records generated by South African Portuguese community-based organisations which demonstrates the processes, resources and other factors that are necessary to establish and sustain an archival collecting initiative for the Portuguese community in South Africa. It is hoped that, in addition to benefitting the Portuguese community, the model will also benefit other underdocumented communities in South Africa interested in preserving their histories and experiences.

The purpose of this study was to explore the extent to which individual factors such as academic tasks, preference for print sources and information skills influence distance learners’ use of digital libraries in a teacher distance education programme at the University of Education, Winneba in Ghana. The population of the study consisted of 1,834 distance students and from a sample size of 641 distance learners spread across three distance study centers, namely, Winneba (247), Kumasi (276) and Asante-Mampong (118). A total of 453 (70.67 percent) distance learners, selected randomly, completed a 31-item questionnaire. In addition, 30 distance education tutors, four coordinators and four librarians were purposively selected to participate in the study. The findings showed that academic tasks of distance learners did not require them to use digital library resources, which resulted in low or no academic use of digital libraries. The findings also pointed to a high preference for print resources among distance learners which resulted in the low use of digital library resources. Finally, it was noted that even though most of the distance learners possessed basic ICT skills, this did not result in their of use of digital library resources. To improve digital library use in distance education, it is recommended that academic librarians seek and foster collaboration in teaching information literacy and library instruction in distance education, an approach which must be backed by a policy that mandates the use of (digital) library scholarly resources in teaching and learning in distance education. It is also recommended that the Centre for Distance Education and the University Library collaborate to offer training programmes in specific digital resources and general information literacy courses for all distance education stakeholders in the university to boost digital library use.

Many African universities have employed distance education to expand access to education and digital libraries can ensure seamless access to information for distance learners. The purpose of this study was to investigate the availability of policies and strategic initiatives for developing digital library services in distance education at the University of Education, Winneba in Ghana. The study relies on the results of semi-structured interviews with selected librarians of the University, and institutional document analysis. The study found that digital library use in distance education at the University is seriously hampered due to the absence of strategic support, consistent policies and dedicated funding for digital library initiatives.