2026-03-31
Lethabo Ledwaba
A well-educated and highly skilled information organisation workforce is essential in the current information environment. In South Africa, Library and Information Science (LISc) schools are entrusted with producing graduates with capabilities to organise information and make it accessible and retrievable. Load shedding is one of the major challenges that interferes with the effective education of information organisation in South Africa. To this end, this study aims to provide a contribution to the body of knowledge on the impact of loadshedding on information organisation education in South Africa. Using an interpretivist paradigm, the study employed qualitative research approach, which included semi-structured and focus group interviews. Information organisation academics and students were purposefully selected because of their responsibility in teaching and learning information organisation. The study exposed the negative impact of load shedding on the education for information organisation in South Africa such as hindering access to information organisation tools; loss of teaching and learning time; failure to submit assessments and psychological effects. The coping strategies employed to deal with the impact of load shedding include checking the load shedding schedule and use of Uninterruptible Power Supply and rooftop solar photovoltaic systems. Various recommendations are provided such as provision of portable power banks to students, investment in green energy by universities and subsidising households to install rooftop solar photovoltaic systems.
2026-01-10
Dina Mokgadi Mashiyane, Collence Takaingenhamo Chisita
2026-01-10
Mpho Ngoepe
2026-01-09
Amos Shibambu, Nyawalusani Gloria Madima
This study explores the perceptions of learners and teachers on the utilisation of Information and Communication Technology (ICT) in public primary school libraries in the Highveld Ridge East Circuit of Mpumalanga Province. Anchored in the quantitative research approach, the study targeted five public primary schools equipped with some level of ICT infrastructure. Data were collected through structured questionnaires distributed to both learners and teachers who actively use library resources for teaching and learning. The findings revealed that learners generally hold highly positive perceptions of ICT use in school libraries, while teachers reported satisfaction with its integration, despite encountering persistent challenges such as limited technical training, infrastructure maintenance issues, and unreliable internet connectivity. The study underscores the importance of ICT-related skills, knowledge, and perceptions in enhancing library services, curriculum engagement, and administrative efficiency. Recommendations arising from the findings are intended to inform the effective implementation of ICT in public primary school libraries and may also serve as a reference for secondary schools seeking to improve digital library practices.
2026-01-09
Mohammed Hardi Abdul-Rahim, Glenrose V Jiyane, Petros N Dlamini
The dominance of colonial supremacy and foreign knowledge has become persistent in many African public libraries and knowledge acquisition, including Ghana. Hence, some of the local communities' information needs may be denied due to public libraries' inability to supply indigenous knowledge (IK). This study, therefore, sought to assess the documentation and integration of IK in public libraries in Ghana. This study adopted the interpretive research paradigm using a qualitative case study design. Regional directors of public libraries were the target participants. Data for this study were collected with the aid of an interview guide and analysed using thematic content analysis. The study found that, generally, current collection development policies do not sufficiently cover the documentation and integration of IK in public libraries, except in a few cases. Where IK is supported, this is done at two levels: (1) Through support for the availability of IK in libraries and (2) support for staff development to deal with IK in public libraries. In addition, professional staff development, budget allocation for the purchase and provision of materials, and the creation of a conducive environment for IK owners and other patrons who wish to document IK in public libraries were revealed as the efforts put in place by public libraries to support IK documentation and integration.