http://repository.tml.nul.ls:80/handle/123456789/175 2006-01-02T13:03:07Z 2006-01-02T13:03:07Z Lephoto, M. http://repository.tml.nul.ls:80/handle/123456789/1462 2021-04-13T13:31:57Z 1996-01-01T00:00:00Z

Information technology and deskilling of professional cataloguers with special reference to academic libraries in the Western Cape Lephoto, M. An investigation was undertaken to establish whether it was possible to assume that information technology has had an influence of the skills levels in the jobs of cataloguers. The research was conducted in two parts: the literature survey and the empirical investigation. The survey of literature was done on the literature from the United States of America (USA), from the United Kingdom (UK) and also from limited South African resource. The overseas literature was related to the situation in South Africa. The empirical investigation was confined to the academic libraries in the Western Cape region of South Africa. For the empirical investigation a mail questionnaire was constructed and sent to respondents in order to determine whether information technology was indeed affecting the skills of cataloguers in the academic libraries. 'The analysis of data obtained from the results of the questionnaire indicated that there was no sign of a negative influence in the skills levels of cataloguers in Western Cape Africa. Indeed, it seemed was apparent from the analysis of data that cataloguers find information technology to be a positive influence on their skills and on enhancing their status.

1996-01-01T00:00:00Z Lengoatha, L. Seymour, L. F. http://repository.tml.nul.ls:80/handle/123456789/1461 2021-04-17T01:00:23Z 2020-09-01T00:00:00Z

Determinant factors of intention to adopt blockchain technology across academic libraries Lengoatha, L.; Seymour, L. F. Academic libraries experience a lot of pressure due to rapid changes in technology, budget cuts and increasing demand of information services from their clientele. At the same time, libraries are expected to improve their information services at the global level to meet the increasing demands of libraries’ population. Therefore, an effective collaboration in academic libraries is not an option anymore, but a necessity in order to cope with the rapidly changing technologies and external pressures. Blockchain technology because of its capabilities to record transactions and digital interactions in a transparent, secure, resilient, efficient and traceable way across untrusted parties, offers new opportunities for academic libraries’ collaboration. However, due to its infancy stage of development, literature on blockchain technology adoption behavior is lacking, especially in the context of academic libraries. This therefore opens up the opportunities for further research in this area. Based on the technology innovation theory and technology-organisation-environment framework, a conceptual research model has been developed to investigate the determinant factors of intention to adopt blockchain technology in South African academic libraries’ collaborative business processes. This conceptual paper also gives directions for future research in the form of 11 hypotheses.

2020-09-01T00:00:00Z Moloantoa, J.R http://repository.tml.nul.ls:80/handle/123456789/1454 2021-04-13T13:31:57Z 2019-05-01T00:00:00Z

ASSESSMENT OF THE IMPACT OF INFORMATION LITERACY INTERVENTIONS FOR 4TH YEAR STUDENTS AT THE NATIONAL UNIVERSITY OF LESOTHO Moloantoa, J.R The study intended to identify the IL interventions being implemented by NUL and to determine their impact on students’ IL competencies. The primary aim was to find out whether the strategies are achieving the results of producing students who are information literate. The study was conducted at the National University of Lesotho and was guided by three theoretical frameworks: the Seven Voices of IL, the Six Frames Model and the UNESCO model. These three frameworks were chosen because they each addressed specific objectives of this study. Pragmatist paradigm and mixed methods research were employed. A sample of 310 comprising 284 students, 12 librarians and 14 lecturers were sampled through purposive and proportional random sampling techniques. Data was gathered through both questionnaires and interviews and was analysed using both quantitative and qualitative methods (i.e. SPSS and thematic techniques). The key findings of the study were: (1) students, librarians and lecturers shared a degree of commonality on how they viewed IL (2) with respect to IL interventions, the majority of participants from the three groups indicated that the university organises the following IL interventions: library orientations, library instruction lessons/courses, assignments and tasks requiring research and evaluation, collaboration between librarians and lecturers, reference services, use of ICT in library services, communication skills course, workshop and training, etc. to promote information literacy skills among students; (3) with regard to impact of IL interventions on students’ competencies, the students reported that they were able to understand information need, locate, evaluate, retrieve, organize, present and communicate information effectively, however according to lecturers, most students struggle to cite sources correctly while most plagiarize their assignments. Moreover most students were not sure whether the available IL interventions enable them to make effective use of data bases, indexing, abstracting and use information ethically. The study concludes that IL interventions in place at the university may not have the desired impact on students. Therefore the study recommends that the university should design a formal IL policy and integrate IL into the curriculum.

2019-05-01T00:00:00Z Lefalatsa, Limakatso http://repository.tml.nul.ls:80/handle/123456789/1422 2021-04-20T14:33:03Z 2018-12-22T00:00:00Z

ANALYSIS OF INFORMATION LITERACY TRAINING AT THE NATIONAL UNIVERSITY OF LESOTHO Lefalatsa, Limakatso Information literacy skills are a necessity among university students, hence information literacy instructors should keep abreast with the 21st century information literacy curriculum, its delivery and assessment. The study investigated information literacy training and its needs at NUL. The purpose was to investigate information literacy curriculum, delivery and assessment at the National University of Lesotho. Guided by the Association of College and Research Libraries (ACRL) information literacy framework for higher education, the study sought to establish the extent to which the NUL information literacy programme considers ACRL frames or any other standard of relevance. The study adopted a qualitative approach using a phenomenology research design. Data was collected from NUL Subject Librarians through focus group discussions and one on one interview with the Lecturers. Data was generated from structured interview questions; analysed manually and presented in an interpretative form such that participants’ responses were tabulated under subheadings corresponding to the items from the research instruments that were formulated from the research questions. Major findings are that there is no information literacy programme in place hence there is no specific curriculum at NUL, as a result there is also no benchmarking. NUL Subject Librarians take initiative to improvise information literacy content; they use lecture mode and library tours as their predominant mode of information literacy teaching and learning. Although there is a Communication Skills Course meant to assist students with information and communication skills, students struggle to search for information; they are even unable to consult a variety of information sources. The study therefore recommends NUL Library to establish a clear information literacy training programme that is delivered in collaboration with academic staff. It is further recommended that Subject Librarians should contribute to the content of the Communication Skills Course.

2018-12-22T00:00:00Z