Are African libraries active participants in today's knowledge and information society?

Ocholla, Dennis N.

doi:10.7553/75-1-1270

Cited by 6 publications

(6 citation statements)

References 26 publications

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“…Alemna (1998) notes that governments of economically prosperous African nations are more likely to increase library funding, and that when there is an economic crisis, libraries suffer most (p. 70). The point raised by Alemna is borne out, to some extent, by the rapid advancement of librarianship in a number of countries in East, Central, West, and Southern Africa (Mchombu, 2014;Ocholla, 2009). Librarianship in such countries is enjoying a renaissance of unprecedented success.…”

Section: Factors That Define Contemporary African Societymentioning

confidence: 98%

“…We may conclude that these academic libraries offer a more advanced component of African librarianship than public libraries because scholars at universities are required to teach, research, and publish in refereed journals. According to Ocholla (2009), African universities are also compelled by their respective national governments to establish and maintain a library as a condition for accreditation. University libraries also tend to have the most qualified staff, as well as regular users-academic staff members, students, and researchers-all of whom need the information services offered by university libraries to succeed in their endeavors (Raju & Raju, 2010).…”

Section: The Landscape Of African Librarianshipmentioning

confidence: 99%

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The Role of Libraries in Contemporary African Society

Mchombu¹,

Beukes-Amiss²

2015

lib

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The focus of this paper is on library development in contemporary African society. A discussion of library development in the context of countries now enjoying rapid economic development is attempted here. Focusing on countries undergoing rapid economic development brings an alternative perspective to an analysis of library development in Africa and helps us to understand not only what is lacking but also what is going well as a basis for future development. The paper is divided into three parts: one that considers the contemporary landscape of librarianship in Africa; one that describes the characteristics of African society; and one that concerns the major role that information and communication technologies (ICTs) have played in the renaissance of libraries in Africa. Several drivers of change in African library development stand out-most notably: 1) the achievement of stronger economic circumstances; 2) the increased prevalence of ICTs and access to the internet; 3) expanded public awareness of the value of libraries in society; and 4) partnership between the new generation of government leaders and partner agencies that are more focused on social impact than maintaining influence and dominance.

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Section: Factors That Define Contemporary African Societymentioning

confidence: 98%

Section: The Landscape Of African Librarianshipmentioning

confidence: 99%

The Role of Libraries in Contemporary African Society

Mchombu¹,

Beukes-Amiss²

2015

lib

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“…A lack of authorised and legislated school library policies in most developing African countries is a testimony to this. Ocholla (2009) reiterates that governments, particularly in poor and developing countries, are hesitant to pledge themselves to roll out effective, efficient and sustainable library services for their schools. Without a legislated and authorised school library policy, however, the government lacks essential documents which will provide effective guidance and direction concerning the establishment, development and sustainability of well-resourced and staffed school libraries.…”

Section: School Library Policies In Developing Countriesmentioning

confidence: 99%

(Re)thinking and (Re)positioning Library Programmes and Services in Public High Schools in Limpopo Province, South Africa

Mojapelo

2017

Mousaion

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Well-designed and well-planned library school programmes and services are essential to improve the development of reading and information literacy skills, particularly of the learners, which are crucial for the acquisition of life-long learning and independent study and accessing skills. However, because of inadequate and inefficient school library services in most South African schools, teachers and learners are deprived of opportunities to benefit and practically learn library programmes essential for the acquisition of knowledge, skills, competencies, values and orientations. They are also denied fundamental library services due to them. Based on one part of the research project which investigated the resource provision in public high schools in Limpopo province, South Africa, the purpose of this article is to investigate the programmes and services offered by the different library facilities in public high schools in Limpopo province. Although the study took a largely quantitative research design, it was mixed with qualitative data collection methods. Self-administered questionnaires were used to collect quantitative data from the principals or teacher-librarians, while an interview schedule was used to collect qualitative data from the education officials through face-to-face interviews. The findings established that owing to lack of functional libraries in most schools, there are very few schools offering library services and programmes. The study recommends that the national Department of Basic Education (DBE) should ensure that school a library policy with clearly defined library programmes and services is formulated, approved and implemented as a matter of urgency.

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“…The literature reviewed indicates that, in general, school libraries are neglected in most developing countries. According to Ocholla (2009), the provision of school libraries and resources is not a statutory requirement in most African countries. This is attributed to the failure of African governments through their ministers of education to commit themselves to formulating legislated and approved school library policies that provide for effective and efficient LIS for all schools.…”

Section: Perspectives On School Library Policies Worldwidementioning

confidence: 99%

A Legislated School Library Policy: Can Functional School Libraries Be Envisioned Without One?

Mojapelo¹

2015

Mousaion

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Although school libraries are important resource centres that support curriculum delivery and important pedagogical matters, it is disturbing that, in South Africa, only a minority (7.2%) of schools have well-stocked functional school libraries. A legislated school library policy is crucial for a country to roll out effective school library and information services (LIS). This is particularly true in South African schools, which are characterised by enormous disparities in the provision of resources because of the legacy of apartheid. Grounded in the literature review, the fact that the national Department of Basic Education (DBE) does not have a legislated and approved school library policy is a stumbling block to developing and sustaining an active and dynamic school library service for all public schools in South Africa. The purpose of this article is to help relevant stakeholders understand the importance of a legislated school library policy in championing the establishment and development of an active, vibrant and dynamic functional school library service to support the progressive, constructivist and resource based curriculum in the country. The study recommends that the National Guidelines for School Library and Information Services (SA DBE 2012) be amended to a legislated school library policy to resuscitate indeterminate and non-functional libraries in the majority of schools.Â

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Are African libraries active participants in today's knowledge and information society?

Cited by 6 publications

References 26 publications

The Role of Libraries in Contemporary African Society

The Role of Libraries in Contemporary African Society

(Re)thinking and (Re)positioning Library Programmes and Services in Public High Schools in Limpopo Province, South Africa

A Legislated School Library Policy: Can Functional School Libraries Be Envisioned Without One?

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