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Masters Degrees (Information Studies)

Permanent URI for this collectionhttps://hdl.handle.net/10413/7228

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Browsing Masters Degrees (Information Studies) by SDG "SDG4"

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    Second-year Social Science students’ perceptions of electronic information resources at the University of Kwazulu-Natal.
    (2024) Jalubane, Joyfull Bongumusa.; Kheswa, Siyanda Edison.
    This study was aimed at investigating the perceptions of second-year social science students about electronic information resources offered by the UKZN library. The study sought to establish the extent of use and perceptive factors that influence the use of electronic information resources. The study was based on the Technology Acceptance Model (TAM) developed by Davis (1989). This study adopted a quantitative research approach as it is underpinned by a positivist worldview that has been adopted as an underpinning paradigm. Furthermore, this approach is consistent with the adopted descriptive research design, which allowed the researcher to generalise the findings of the study to a greater audience. This study's population was comprised of second-year students registered for the Bachelor of Social Science programme offered at the University of KwaZulu-Natal. This population was important to this study as it sought to uncover student perceptions based on their first-year experiences using electronic information resources. The study adopted probability sampling by specifically employing random sampling. The researcher randomly selected participants from the Howard College campus and Pietermaritzburg campus to make up the sample. The sample size was 310 randomly selected participants from both Howard College and Pietermaritzburg campuses. The sampled participants were surveyed using an online questionnaire made available via Google Forms. A staggering 295 students completed the survey, translating to an excellent 95% response rate. Descriptive data analysis was employed in line with the research paradigm underpinning this study and the research design as well as the approach adopted. The findings revealed that (78.6%) of respondents utilised electronic information resources offered by the library. Furthermore, (34.1%) of respondents considered electronic information resources ‘very much useful’. A notable (42.7%) of respondents indicated that they regarded electronic information resources as relatively easy to access. The findings also revealed that (34.1%) of respondents perceived electronic information resources as ‘relatively easy to use’. Some of the challenges cited by the respondents include internet connection, printing-related problems, staff not always available to help, uncertainty as to which database to use and password requirements. Recommendations based on the significant findings and conclusions were made, which involved the library's need to conduct targeted user education programmes. These programmes should address specific challenges that have been identified instead of having a blanket approach to training. Moreover, there should be strong communication channels for students to interact with library personnel when they encounter problems and need assistance, especially when they cannot be physically in the library. Suggestions for further research were also given.
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    The attitudes and perceptions of academics in the College of Humanities, School of Social Sciences (Sss) towards open access (OA) journal publishing at the University of KwaZulu-Natal.
    (2024) Magwaza, Nomusa Faith.; Hoskins, Ruth Geraldine Melonie.
    The development of OA journal publishing has opened opportunities for the scholarly community to create, disseminate, and share knowledge beyond the confines of traditional subscription journals. However, the inception of OA journal publishing for the University of KwaZulu-Natal (UKZN) academic community is still at its infancy. There are several contributing factors such as lack of institutional drive to promote OA, lack of awareness and general misconceptions about OA journals such as poor quality, low impact factor, lack of peer review, amongst other reasons. OA journal publishing is not a new phenomenon. It dates back to the 1970’s, and it has operated in parallel with the traditional subscription mode of publishing. The uptake of OA journal publishing has been more prevalent amongst the pure scientists, for example, physicists when compared with Social Scientists and the Humanities. Thus, the objective of the study was to ascertain the attitudes and perceptions of academics in the School of Social Sciences towards OA journal publishing at the University of KwaZulu-Natal (UKZN). The study was guided by the following key questions: (1) What were the attitudes and perceptions of the Social Sciences academics towards OA journal publishing? (2) What was the level of awareness of OA journal publishing? (3) What were the challenges Social Sciences academics faced when publishing on OA platforms? (4) What strategies could be used to encourage Social Sciences academics to publish on OA platforms? and (5) Where were UKZN Social Sciences academics publishing their research? The study was informed by the attitude theory which is a branch of Social Psychology. The main focus of the research study was to examine the factors leading to the non-participation by academics in OA activities at UKZN. The study unpacked the problems that academics encounter when publishing in OA journal platforms and recommended strategies to be adopted to support academics. The target population of the study is 42 academics in the School of Social Sciences at the University of KwaZulu-Natal. The study used a pragmatic paradigm as a lens in which to view the subject of OA journal publishing. The researcher employed mixed methods which included both a quantitative and qualitative methods approach. The study used questionnaires and semi-structured interviews as data collection tools. Analysis of data was achieved using a statistical software package and thematic analysis. To gain an in-depth understanding of the attitudes and perceptions of OA publishing amongst the academics of the School of Social Sciences a comparison was drawn from each cluster using quantitative data analysis. Interviews were analysed using thematic content analysis. The main results of the study indicated that academics were aware of OA publishing, and the benefits and disadvantages of OA as an alternative model of publishing. The study also revealed that academics understood the principle of knowledge sharing and dissemination as a public good. However, there was a lack of understanding of the economic and political dynamics of OA publishing. Strategies that supported and improved the knowledge academics have of OA publishing were highlighted. Such strategies included advocacy and capacity building, incentives schemes which may include funding, expansion of the exiting accredited OA journals base, and improved quality and archiving of OA journal articles in the UKZN institutional repository (ResearchSpace).
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    The role of school libraries in teaching and learning in the Umhlali Circuit, ILembe District, KwaZulu-Natal: a case study of Dinuphozo Primary School library.
    (2023) Mnyandu, Phumelele.; Nsibirwa, Zawedde Gulikomuseesa.
    The school library is arguably the backbone of the teaching and learning process in South Africa. The National Curriculum Statement Grade R-12 (28 December 2012) clearly states that schools must “produce learners that can identify, solve problems and make decisions using critical and creative thinking and also learners who can communicate effectively….” and an efficient and effective school library is crucial in this regard. The primary aim of this study was to investigate the role of school libraries in teaching and learning. In pursuing this aim, a case study approach was adopted and the focus was on the Dinuphozo Primary School in the Umhlali Circuit of the ILembe District, KwaZulu-Natal, South Africa. The resource-based learning model based on constructivism theory underpinned the study. Resource-based learning is a model where learners, teachers and teacher-librarians use a range of print, non-print and human resources efficiently and effectively. Purposive sampling was used to select the study participants. The participants, who were all members of the School Library Committee, comprised the Acting Principal, the Deputy Principal, Heads of Department, a teacher from each of the phases (foundation, intermediate and senior phases) and the school’s teacher-librarian – a total of nine participants. The study adopted a qualitative approach using telephonic interviews, observation and document analysis as data collection methods. The findings revealed that teachers and the school teacher-librarian require basic library services training. It was found that teachers do not utilise the library and its information resources sources for daily teaching and learning. It was also found that the library collection does not satisfy either the teachers’ or learners’ needs; hence, they seek information elsewhere. Recommendations included the need for the School Management Team, the School Governing Body and the teachers to be involved in discussions on how to improve the school library and its financing.