Luyanda Dube's research while affiliated with University of South Africa and other places

Background: Assistive technologies (ATs) enable persons with visual impairment (PwVI) to equitably benefit from public library resources and services as their sighted counterparts. However, the extent to which this facility is available and used at public libraries in less-developed countries remains largely unknown. Objectives: This study reports on the investigation done on the availability and use of ATs by PwVI at public libraries in the cities of Ekurhuleni and Johannesburg in South Africa. Method: The study used a multimethod and explanatory sequential design in which data were collected through questionnaires administered with 131 librarians and interviews held with 10 PwVI. Results: The findings of the study point towards inadequate availability of computers with internet services, audiotapes, screen magnifying and reading software, and these were used for, among others, leisure, research, job searching and communication. Conclusion: The study concludes that certain ATs were inadequately available and used by PwVI at some libraries in the cities of Ekurhuleni and Johannesburg. The study recommends training for PwVI on how to use ATs, marketing of available ATs, training of staff on how to render AT-based services as well as management availing adequate budget for the development of AT-based collection. Contribution: The study contributes to the understanding of the types of ATs available and used by PwVI in public libraries.

Purpose This study examined the extent to which public academic libraries in South Africa coped with the changing information environment by using competitive intelligence (CI) to attain competitiveness. Design/methodology/approach The study adopted positivism as the main philosophical lens and also incorporated qualitative elements to augment the quantitative data through a survey research design. Questionnaires were e-mailed to 25 directors of public academic libraries in South Africa and 17 were returned, yielding a 68% response rate. Attempts were made to reach to the 25 directors through semi-structured telephonic interviews, and only eight responded some through their representatives, yielding a 32% response rate. Using two instruments permitted the triangulation of data. A noted limitation of the study is that some library directors neither responded to the questionnaire nor the interview. Findings Findings revealed that various competitive intelligence techniques were employed; however, their implementation was not formalised. Competitiveness was driven by various factors such as rivalries in the information value chain; relevance; financial and budgetary constraints; changing user expectations and evolving technology. Originality/value This study is novel because there is a dearth of literature on implementation and use of competitive intelligence in academic libraries in South Africa.

Background: The indigenous beads-making industry in the Krobo communities in Ghana plays a significant role in improving the livelihood of rural dwellers and the national economy. However, studies have demonstrated that a host of indigenous industries in Ghana have been on the decline over the past century. Application of knowledge management (KM) methods to beads-making tacit indigenous knowledge (IK) can enhance the management and preservation of the industry in the same systematic manner as external knowledge. Objective: Being part of a PhD project, this study investigated how KM methods can be used to manage beads-making IK knowledge in the Krobo communities in eastern Ghana. Method: Qualitative data were collected using participant observation, semi-structured interviews and focus group discussions. Data were analysed thematically, and extracted manually from the transcripts and summarised into various themes. Results: The findings of the study revealed that the socialisation process of the knowledge creation model was intensively practised in the beads-making communities to create and utilise knowledge, while the internalisation, combination and externalisation processes were practised at a low rate. On the contrary, organising ‘ba’ and dialoguing ‘ba’ were practised and found in the communities, while systematising ‘ba’ and exercising ‘ba’ were rarely practised. Conclusion: The study concludes that the knowledge creation model can be partially used to manage indigenous beads-making IK in the Krobo communities in Ghana. The study recommended, among other things, the need for officials of community radio stations, especially state-owned radio and the information centres in the local communities, to develop and broadcast programmes to disseminate information relevant to beads producers so that beads-making knowledge creation and development in the communities do not disappear, and that they should utilise storytelling, drama, traditional dance and singing competitions in the local languages to support the preservation of indigenous beads making.

Daunting backlogs in terms of the library and information resource-provision in communities remain a stumbling block for all people, particularly youths, to have equitable access to information as a commodity to satisfy their dynamic and diverse ever-evolving information needs. In South Africa, the system of ruling called apartheid, also known as separate development, was officially nullified by the first democratic elections in 1994. All people including those in under-served rural communities need equitable access to information in varied formats for personal growth and development however, in the library and information services (LIS) sector, existing divisions, barriers or boundaries impede diverse users with wide-ranging information needs to fulfil them. User groups of libraries are currently divided along the still-prevailing historical divisions, an example being how university libraries are traditionally intended to cater for the information needs of their students, academics and administrative staff. Despite fulfilling their teaching needs, university libraries are also expected to cater for the research needs of students and academics to fulfil research projects, presenting university libraries as existing solely for teaching and research purposes. The key findings of the study are that most LIS are still distinctly divided with regard to their user-groups and ecosystems, with collaborations and partnerships very minimal in the LIS sector in South Africa. The study concludes that these distinct divisions deny multiple users the opportunity to equitably access information resources to meet their information needs daily. The study recommends that, based on the literature review, a holistic interconnected complex network of libraries working and existing as an ecosystem can be a viable solution to provision of LIS in resource-poor rural South African communities where there is inadequate resource-provision. The study also recommends borderless and seamless access to all libraries to enable multiple and diverse users to satisfy their dynamic and ever-changing information needs.

This article examines the role of lecturers in encouraging and supporting students likely to be predisposed to challenges related to incomprehension, incapacity and isolation embedded in the virtual learning environment. This article used a constructivist lens to gain through interviews an understanding into the intuition, thoughts, ideals, beliefs and inclination of lecturers about the nature and extent of their supportive role in the e-learning environment. The key findings revealed that the role of lecturers in promoting e-learning is varied. The discrepancy seems to be emanating from the lack of clear understanding of the meaning, the depth, the breadth and thrust of e-learning pedagogy at the University of South Africa (UNISA). The UNISA Strategy 2015-2030 introduced incremental changes in the form of Open Distance e-Learning (ODeL), which highlights the infusion of e-learning in the Open Distance Learning (ODL) context. Given its ODeL mandate, and the prescripts of the UNISA Strategy 2015-2030 and as part of the academic project the institution committed to introduce e-learning from 2015. Further, the institutional resolve to adopt a hybrid model that incorporates traditional and electronic teaching modes has caused uncertainty in the teaching space with some lecturers leaning towards e-learning whilst others lean towards traditional methods. The article recommends that UNISA needs to clarify its standpoint by adopting definitions, demarcations, strategies and tools that will enhance the understanding, adoption and usability of e-learning platforms and systems.

A policy and legal framework for school libraries is a guiding framework for the provision, development and management of school libraries. Similarly, it is a lever that standardises school library development, management and practice. Although the existence of a policy does not guarantee the development of efficient and functional school libraries, its inherent value cannot be overemphasised. It is widely documented that in South Africa, only 7.2 per cent of public schools have functional school libraries, which are crucial to enrich the quality of teaching and learning and support learners and teachers. The aim of this study was, firstly, to analyse the legal and policy provision for school libraries in South Africa; and secondly, to examine the state of school libraries in Limpopo province, South Africa. The study further sought to establish whether there is divergence or convergence between policy provision and the status of school libraries in Limpopo. The study adopted a quantitative research paradigm and triangulated utilising questionnaires and document analysis as instruments to collect data. The study established that there is a regime of policies related to school libraries, most of which are still in draft form. Furthermore, the study confirmed that provision of policy does not necessarily translate into an efficient school library system. The distinct divergence means that there is no correlation between policy provision and practice. The study recommends that the existing school library policies should be streamlined, adopted and implemented to scale up the development of efficient and functional school libraries in Limpopo.

Background: Access to agricultural knowledge is important in transforming livelihoods of those relying on agriculture for a living and in enhancing food security. This access to agricultural knowledge is influenced by infrastructure needed for information dissemination. However, information infrastructure is not uniformly distributed within and between countries. It is because of this that some of the farming communities are information rich while others are information poor. In Tanzania, the agricultural sector is characterised by poor research-extension-farmers linkage and inaccessibility of agricultural knowledge at farm level Objective: The study investigated the factors influencing access to agricultural knowledge among smallholder rice farmers in the Kilombero district of Tanzania. Specifically, the study identified categories of agricultural knowledge needed by farmers, determined how farmers access agricultural knowledge, and assessed the factors limiting the accessibility of agricultural knowledge among rice farmers in the Kilombero district. Method: Quantitative data were collected via semi-structured questionnaires administered face-to-face with rice farmers, community leaders, and agricultural agents in four villages at the Kilombero district of the Morogoro region in Tanzania. Results: The key finding indicates that farmers accessed and used agricultural knowledge in undertaking agricultural activities. It was further revealed that the level of acquisition of agricultural knowledge increased with an increase in age. Farmers needed agricultural knowledge on land preparation, seed selection, and rice planting, while few acquired knowledge on agricultural markets. Among the agricultural knowledge sources used, demonstration plots and agricultural extension agents were found to be used by the majority of the farmers. It was also found that a limited number of demonstration plots, late delivery of information services, a limited number of agricultural extension agents, and poor information and communication technologies infrastructure hindered access to agricultural knowledge among rice farmers in the district. Conclusion: A strong public–private partnership is needed to enhance access to agricultural knowledge in rural areas. In this regard, the government should set up policies and strategies that motivate private sector investment and involvement in provision of agricultural knowledge in rural areas. The private sector should extend their agricultural-related activities to most rural areas so that more people can have access to agricultural knowledge. Keywords: smallholder farmers; agricultural knowledge; access to knowledge;access to information; Tanzania

Notwithstanding the wealth of information available in the knowledge economy, many academic library users still lack essential knowledge and skills to locate materials. This deficiency might be attributed to the fact that the information environment is complex and is changing quickly. The main purpose of a university library is twofold. It involves providing information sources relevant for learning, teaching and research. It also involves empowering users by furnishing them with knowledge and skills that will assist them to be independent and lifelong users. The library is regarded as the core of any educational institution, particularly a university. The study described in this paper was conducted to investigate the effectiveness of user education programmes for postgraduate students in the School of Management, Information Technology and Governance at the University of KwaZulu-Natal, Westville Campus. The study used both quantitative and qualitative research approaches, employing questionnaires for postgraduate students and interviews for subject librarians and academic coordinators. These data collection tools were presented sequentially, with questionnaires for students followed by interviews with library and academic coordinators. The findings revealed that, although there are pockets of good practice in user education, there is a need to reconsider the content, the mode, the scope, presentation strategies and overall relevance and suitability of user education programmes in line with user needs. There is also a need to consider issues of appropriateness, effectiveness and efficiency of instructional methods and pedagogical matters.