Library and Information Services in South Africa: an overview

Stilwell, Christine

doi:10.1177/0340035207080300

Cited by 8 publications

(6 citation statements)

References 13 publications

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“…The authors found in that study that only few librarians from South Africa mentioned lack of skills and facilities. Research statistics show that African countries lag behind those in the rest of the world in the development of ICT infrastructure (Ojedokun and Lumande, 2005; Stilwell, 2007). This adversely affect the acquisition of digital literacy skills by librarians in the African region.…”

Section: Discussion Of Findingsmentioning

confidence: 99%

An assessment of digital literacy skills and knowledge-based competencies among librarians working in university libraries in Africa

Baro

Obaro

Aduba³

2019

DLP

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Purpose The purpose of this paper is to assess digital literacy skills possessed by library and information professionals working in university libraries in Africa. Design/methodology/approach Online questionnaire was developed to collect data from 214 librarians working in various university libraries in English-speaking countries in Africa. Findings The study found that librarians working in university libraries in Africa rated their database search skills, uploading documents to online platforms, skills in using different social media, sending and receiving e-mails skill, digital library development skills, skills in applying new technologies into library services, ability to create different file formats and ability to use open source software as very high. While, metadata development skills, and library website development skills were rated to be moderate and low. Overall, the librarians rated their level of digital literacy skills possessed to be moderate, and differences emerged between librarians in Nigeria and South Africa with regard to digital literacy skills possessed. Practical implications This study attempts to identify skills that are central to librarians working in university libraries. The study will be useful for trainers who want to arrange training for academic librarians in Africa and other developing countries. For some library schools, it may help them to review their curriculum in accordance with the required skills and competencies for academic librarians in the market. Originality/value Findings will be helpful to explore the skills and competencies needed by information professionals and to act as a guideline for competency development and curriculum update in library schools in developing countries.

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Section: Discussion Of Findingsmentioning

confidence: 99%

An assessment of digital literacy skills and knowledge-based competencies among librarians working in university libraries in Africa

Baro

Obaro

Aduba³

2019

DLP

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“…Research statistics show that African countries lag behind those in the rest of the world in the development of ICT infrastructure (Ojedokun and Lumande, 2005; Stilwell, 2007). However, this is not exactly the case in South Africa and in South African universities in particular, which enjoy a high level of ICT integration and adequate ICT infrastructure.…”

Section: Contextualisation and Problematisationmentioning

confidence: 99%

The use of electronic resources by undergraduate students at the University of Venda, South Africa

Tlakula

Fombad

2017

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Purpose This paper aims to establish the level of use of the electronic resources at the University of Venda, which is one of the previously disadvantaged universities in South Africa. It identifies the different electronic resources used at the university, determines the level of awareness and training in the use of these resources and suggests ways in which electronic resources may be enhanced. The rapid changes in the information and communication technology (ICTs) have influenced service delivery in academic libraries in terms of how information is gathered, accessed, retrieved and used. Hence, electronic resources are invaluable research tools in academic libraries in the twenty-first century. Design/methodology/approach A qualitative research methodology was adopted, and semi-structured interviews were conducted with each participant to get in-depth information. The target population was all third-year students registered with the School of Human and Social Sciences at the University of Venda. The third year undergraduate students from this particular school where chosen because statistics revealed that these students where ranked among the top in the use of computers. Findings The findings revealed that the level of usage of these resources by undergraduate students is elementary and limited to SABINET and EBSCO host. Undergraduate student’s level of awareness of the different electronic resources is low. They confused electronic resources to Web-based internet sources. It also revealed that the level of awareness and training in the use of these resources is still generic, as training is mostly a once off orientation at the first year. Research limitations/implications This paper focuses on third year undergraduate students who were using computers because the researchers were interested in finding out whether students using computers were also using electronic resources. It excluded other profiles such as age, gender and computer usage behaviour of electronic resources. Practical implications Adequate use and knowledge of electronic resources at universities is instrumental towards realisation of the country’s ICT Strategy and the outcome-based education (OBE) model of teaching movement. Suggestions are made to the university, the university library, university librarians and the Library Association of South Africa on how to enhance the use of electronic resources. Originality/value It establishes the level of use of electronic resources in one of South African historically disadvantaged universities, a point of contact to other previously South African disadvantaged universities and make suggestions on how electronic resources may be enhanced. It adds to the body of knowledge on the use of electronic resources in academic libraries in South African universities.

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“…Education for library and information work in South Africa commenced in 1933 and its development is described elsewhere (Stilwell, 2007a). Today, eleven institutions offer LIS education and training.…”

Section: Education and Trainingmentioning

confidence: 99%

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confidence: 99%

Mapping the fit : library and information services and the national transformation agenda in South Africa, Part 11

Stilwell

2014

South African Journal of Libraries and Information Science

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An update of an article which appeared in the IFLAjournal (Stilwell, 2007a Keywords: Library and information systems and services; access to information; education and training; South Africa I Introduction In this article we pick up on the critical questions of the school library sector before reviewing other information services. As with Part I of this two part article, Boon's four broad categories (1992) for the information sector are used for structuring much of the contents. School Libraries are located within libraries and information services in the sector concerned with packaging, storage, organisation, recall and duplication of information. Some of these services were reviewed in Part I.2 Information sources, systems and services in South Africa Within this section we continue to map the sectors responsible for the packaging, storage, organisation, recall, duplication and dissemination of information. In addition the sector concerned with information technology is discussed.2.1 Sector concerned with packaging, storage, organisation, recall and duplication of information We go on with charting the progress of libraries and information services in South Africa, reviewing this against the imperatives of the government's transformation agenda, commencing with the critical problems of the school library sector. The adoption of this framework in the Northern Cape led to an improvement in funding for schools in this province. 2 Libraries and informationIn 1999 a national survey of school libraries was undertaken to inform improvements in "the capacity of the Department of Education to systematically take stock of its school library resources in terms of their quality, quantity and spatial distribution" (Department of Education and Human Sciences Research Council, I999:iii). In 2006 the total void in terms of legislated school library policy at national level appeared to be receiving attention at last. A national policy for school library norms and standards supported by the Minister of Education, Naledi Pandor, was expected to be passed late that year. Pandor also resurrected the 1997 National policy framework for school library standards and made an explicit connection publicly between the development of school libraries and literacy levels (Department of Education, 2005; Zinn, 2006:23). Zinn (2006:23), however, states "the policy and its implementation still have a long road to travel". Jenny I. Christine Stilwell is Professor,

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Library and Information Services in South Africa: an overview

Cited by 8 publications

References 13 publications

An assessment of digital literacy skills and knowledge-based competencies among librarians working in university libraries in Africa

An assessment of digital literacy skills and knowledge-based competencies among librarians working in university libraries in Africa

The use of electronic resources by undergraduate students at the University of Venda, South Africa

Mapping the fit : library and information services and the national transformation agenda in South Africa, Part 11

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