Browsing by Author "Mfengu, Andiswa"

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    Open Access
    Analysis of the digital information literacy skills of geoscientists at the Geological Survey of Namibia
    (2023) Hipangwa, Martin; Mfengu, Andiswa
    In the context of the Namibian geosciences, the symbiotic relationship between digital information literacy skills and the geoscientists is not evidenced by literature. The purpose of the study was to critically analyse the digital information literacy skills of the geoscientists at the Geological Survey of Namibia at the Ministry of Mines and Energy. The study used the six frames presented in the Association for College and Research Libraries (ACRL) Framework of Information Literacy for Higher Education (2016) as a theoretical framework that underpinned the study. Pragmatism paradigm was used as a philosophical lens to examine geoscientists' digital information literacy skills. A convergent parallel mixed methods approach was used and a case study research design to provide in-depth analysis of the digital information literacy skills. The study collected quantitative data via online questionnaire surveys with 32 (60%) geoscientists. Qualitative data were collected using semi-structured interviews from purposively sampled managers (7) and librarians (3) within GSN, and auto-ethnography was used as a secondary qualitative data collection method since the researcher is a senior librarian at the institution and, thus, a good data source. The study had four critical questions which explored geoscientists digital information literacy skills, challenges and gaps experienced in acquiring and enhancing these skills, services offered and strategies that can be used in the acquisition and enhancement of digital information literacy skills of geoscientists. The study findings revealed from the questionnaire survey that geoscientists are moderately high and highly skilled in the different six frames of the ACRL framework. While GSN managers, auto- ethnographer and librarians regarded the geoscientists as being fairly skilled in digital information literacy. The study found, lack of digital information literary trainings, collaborative spaces, motivation and professional support, funding and inability to use new technologies as key challenges experienced by geoscientists. The library and various Divisions are providing support services to geoscientists to acquire these skills. The study presented that digital information literacy skills trainings, better funding and a need based instructional plan can be put in place as some of the strategies to advance these skills. To aid in the quest for DIL skills by geoscientists, the study recommended further specialised digital information literacy skills trainings, establishment of community of practice, intentional funding for capacity development and investing in relevant digital infrastructure. Key words: digital information literacy skills, geoscientists, Geological Survey of Namibia
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    Open Access
    Assessment of the impact of community library services: a case study of Khomas region, Namibia
    (2024) Haindaka, Shihawa Alberthina; Mfengu, Andiswa
    Community libraries play a crucial role in addressing the inequality stemming from the apartheid era through the provision of a cohesive system aimed at offering free access to library services to equip users with necessary knowledge and skills for lifelong learning and support education. However, community libraries are under scrutiny to demonstrate their value to secure funding and the lack of literature regarding the impact of community library services is perhaps the reason why community libraries are under increasing pressure to capture and demonstrate their value to society and stakeholders. The lack of literature on the holistic impact of community library services is one of the factors contributing to the library budget cuts. Hence, the broad objective of this study was to assess the impact of community library services in Khomas region, Namibia. The study was informed by Service Quality Models to explore the economic, social and cultural benefits of community library services, so as to provide a more holistic understanding of the impact of community libraries. A mixed methods research approach and a multiple case study design were employed to address the study objective. The study collected data through printed questionnaires with 381 random sampled library users and face-to-face semi-structured interviews with 10 purposively sampled librarians from the six selected community libraries across Khomas region. The study found that library services such as free internet access services; basic ICT training services and after school programs were beneficial to library users. The free provision of services in community libraries positively influences users' skill development, academic performances, personal success, knowledge gain, social inclusion and cultural advancements. The lack of reliable ICT facilities emerged as a major challenge which is a result of the lack of intentional funding for acquisition and maintenance of ICT facilities, a key aspect to lessening the digital divide. Moreover, management issues between City of Windhoek and Ministry of Education in managing community libraries was also noted as a key challenge. While community libraries are beneficial to library users, there was no system in place to holistically capture community libraries' impact beyond statistics. The study's suggests that community libraries need to prioritize funding for ICT infrastructure, explore new librarian roles to support library marketing efforts and develop systems to capture tangible evidence of library services impact, beyond statistical accumulation of library service usage.
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    Open Access
    Challenges with measures used for assessing research impact in higher education institutions
    (2024) Mfengu, Andiswa; Raju, Jaya
    Internationally, there has been a push for the prioritisation of research impact beyond its scholarly contribution. Traditionally, research impact assessments have focused on academic impact and quantitative measures, at the expense of researchers for whom research impact cannot be quantified. Bibliometric indicators and other quantitative measures are still the most widely used method for evaluating research impact because these measures are easy to use and provide a quick solution for evaluators. Conversely, metric indicators fail to capture important dimensions of high-quality research. Hence, in this study, we explored challenges with metric indicators. We adopted a case study of the University of Cape Town and used document analysis, a questionnaire survey to collect data from academics and researchers, as well as semi-structured interviews with a sample of academic and research staff. The findings highlight common challenges with quantitative measures, such as bias and discipline coverage, and the ability of measures to drive researchers’ behaviour in another direction. We propose the adoption of responsible research metrics and assessment in South African higher education institutions for more inclusive and equitable research impact assessments. Significance: • The study highlights the importance of understanding the challenges and influence of current measures used for assessing research impact in higher education institutions. • There is a need for higher education leaders, policymakers and funders to advocate and support responsible metrics. • Higher education leaders, funders and policymakers need to collaborate at the national level to initiate and support research assessment reform.
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    Developing a holistic framework for assessing research impact in South African higher education institutions, using a research-intensive university as a case study
    (2022) Mfengu, Andiswa; Raju, Jayarani
    Scholarly communication has become less linear, less opaque and less rigid than before as both the research process and the end products are being transformed inexorably. The impact of research goes beyond academia, research also impacts society, and thus academic reward systems need to also be transformed to align with evolving research impact practices. The study sought to gather a complete view of research impact assessment practices, challenges and best practice for assessing research impact across disciplinary spaces at the University of Cape Town, the case study for this research, and based on these findings develop a holistic framework for the assessment of research impact to facilitate transformative and responsible research assessment for higher education institutions such as the University of Cape Town. The study was informed by the Payback Framework and New Institutional Theory. It adopted, within a pragmatist paradigm, an explanatory sequential mixed methods approach and data were collected using four instruments: an online questionnaire survey (255 academics, researchers and postdoctoral fellows); document analysis (six documents); semi-structured interviews (30 academics and researchers, and 10 key informants); and, bibliometric analysis (20 academics and researchers). Quantitative data were analysed using the Statistical Package for the Social Sciences (SPSS) while qualitative data were analysed thematically with NVivo. The study found that bibliometrics were the most used metric indicator for the 'Advancing knowledge' benefit category and academics and researchers surveyed seem satisfied with the use of bibliometrics to evidence this benefit category. Qualitative indicators were regarded more appropriate for evidencing other impacts beyond academia. Bibliometrics and 'Advancing knowledge' benefit category were also prioritised by the institution (UCT) and funders. Behavioural impact and bias were some of the main challenges with metric indicators that the surveyed academics and researchers highlighted; 'Responsible research practices' and 'Open science' were seen as being important principles for metrics use. Interview participants found that a meaningful approach for assessing research impact should be flexible, broad and context-sensitive. A case study technique (combination of qualitative and quantitative methods) and impact narratives were found to be the best approach for assessing research impact across disciplines in higher education. Institutional culture and structures were found to influence academics and researchers in 'not productive' ways as study participants found rules and structures to be limiting rather than providing an enabling environment for contributing to the discipline and society. Institutional transformation agenda and how academics and researchers are assessed were found to be misaligned. Lastly, extensive consultation and engagement with various stakeholders in the research community was found to be imperative to the process for the development of a holistic framework for assessing research impact. The study makes contributions to theory, practice and policy formulation. The proposed framework integrates the logic model, process-view approach and institutional context in assessing research impact. Research impact assessment is complex and multi-dimensional necessitating flexibility, contextualisation and working together. Higher education institutions and funders need to expand the range of academic activities they incentivise and reward; and thus move towards a less limited set of research impact assessment practices. Institutions and funders need to align policy and practice related to research impact assessment as any fundamental change necessitates a shift in policies, processes and structures for the new changes to be adopted and institutionalised. Lastly, a holistic and meaningful research impact assessment framework needs to be balanced, broad and responsible, and should align decisionmaking to the strategic mission and goals of the institution and funder
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    Open Access
    Effectiveness of social media tools in promoting information literacy: a case of the University of Cape Town Libraries
    (2025) Hlemfu, Malixole; Mfengu, Andiswa
    Information literacy is a critical skill that is required for students to complete their assessments and for problem solving. Academic libraries play a key role in fostering and advancing information literacy. Since the outbreak of COVID-19, social media has emerged as a crucial alternative for engaging with students. This study investigates the effectiveness of the University of Cape Town Libraries' use of social media tools for promoting information literacy. Using a constructivism worldview and a case study research design, the study aimed to address four critical research questions: (1) what are the information literacy needs of University of Cape Town Humanities undergraduate students? (2) what social media tools are available at University of Cape Town Libraries for the promotion of information literacy to Humanities undergraduate students? (3) what challenges, if any, do Humanities undergraduate students face with engaging in University of Cape Town Libraries' social media tools? (4) what best practices may be put in place to ensure the effectiveness of social media tools to promote information literacy? Data was collected through online surveys from 100 randomly selected students and semi-structured interviews with six librarians. The findings revealed that while the majority of students are active on social media and engage with the libraries' social media tools, particularly Instagram, they primarily engage with the library when needing information about library resources during. This highlights the critical role of information literacy in maximising the use of available resources. Notably, the study identified significant barriers, including connectivity issues and limited access to devices, which impede the promotion of information literacy. Although University of Cape Town Libraries are addressing these challenges to some extent, the study underscores the need for more sophisticated strategies to address these challenges. Recommendations include diversifying social media engagement approaches, prioritising accessibility, fostering collaborative partnerships, and developing proactive communication strategies. Furthermore, the study points to the limited use of quantitative metrics for evaluating social media effectiveness, with only two librarians are actively monitor the social media tools. The study advocates for the creation of more engaging content and the implementation of rigorous assessment measures to enhance the effectiveness of social media tools in promoting information literacy
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    Implementation of records management practices in technical and vocational education and training institutions in South Africa
    (2025) Kodisang, Mmamie Evelyn; Mfengu, Andiswa
    In technical vocational education and training colleges, records management plays a major role as it enables service delivery in a consistent, equitable manner, and it further provides continuity and productivity in its management and administration. This role extends to the provision of support for the institution's mandate, that of research, teaching, learning, and community engagement. Despite the crucial role that records play in TVET institutions, several studies have highlighted a lack of appreciation for this role. In this context, the study was undertaken to explore implementing records management practices in a TVET institution. The Organisational Culture Framework by Schein and Schein (2016) was determined to be an appropriate framework supporting the study due to the connection between records and information management. To optimise the theoretical implications of research findings, a case study research design was employed. To allow the researcher to develop the meaning of a situation, constructivism was chosen as the appropriate worldview for the study. Qualitative data collection was used for both administrators and managers using semi structured physical questionnaires and face-to-face semi-structured interviews, respectively. A purposeful sample of 17 administrators and 21 managers was used. The key findings of the study revealed that administrative staff lacked formal records management training. Additionally, there is limited funding for training staff on records management. Moreover, there are no policies on records management. Based on the findings, the study recommends the need for trained records management staff paired with records management governance guidelines, as well as management buy-in, and records management being driven from the top. The study concluded that for records management to be fully implemented, management should ensure that records management staff are trained on records management principles and provided with guidelines, including infrastructure. To make this possible, the study recommended that senior management make funds available to train records management staff on records management principles. In addition, senior management must make records management governing documents available and use their authority to compel staff to comply with these policies.
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    Library research support for masters and PhD students at the University of Eswatini
    (2020) Dlamini, Khosie Konkhekluhle; Raju, Jayarani; Mfengu, Andiswa
    The changing academic and technological environment coupled with evolving research practices have greatly impacted the role played by academic libraries within the institutions they serve. This has sparked a global concern amongst academic libraries to re-evaluate their services as a means to aligning themselves to this new environment. As a result, academic libraries are transforming themselves and bringing about new services, particularly focussing on how they can enhance research output by providing support to researchers. Given this context, this study seeks to ascertain the extent of research support by University of Eswatini (UNESWA) Libraries for masters and PhD students at UNESWA. To address this objective, the following critical questions were generated: What are the current services being provided by UNESWA Libraries to support masters and PhD students at the University of Eswatini?; What are the library research needs of masters and PhD students at UNESWA?; To what extent are these needs being met by UNESWA Libraries?; and, If there are library research needs of masters and PhD students at UNESWA that are not being met by UNESWA Libraries, what research support services need to be put in place to address this deficiency? Schoombee's (2014) research lifecycle adapted for library research support was used as a supporting theoretical framework to guide the study. The study adopted a convergent parallel mixed methods approach within a pragmatism paradigm and a case study design. Academic staff members and librarians at UNESWA were purposively sampled whilst a census was conducted for all masters and PhD students at UNESWA. Data was collected using a structured paper-based questionnaire and semi-structured interviews. Quantitative data was analysed using the Statistical Package for the Social Sciences (SPSS) and qualitative data was analysed thematically (by content analysis). The study concludes, inter alia, that despite the various library research support services provided by UNESWA Libraries for masters and PhD students, an expanded suite of research support services to more fully meet UNESWA's masters and PhD students' library research needs, is required. The study recommends that UNESWA Libraries should utilise available technologies and incorporate additional research support services that speak to the research needs of digital age masters and PhD students.
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    Research impact assessment in Africa and the evolving role of academic libraries
    (2022-12-30) Mfengu, Andiswa; Raju, Jaya
    Information technology has influenced scholarly communication and how higher education institutions assess research impact. This has extended the role that the academic library plays in supporting researchers in the research life cycle. These global trends have impacted academic libraries in Africa too, albeit to different extents. This paper reports from the literature and empirical findings of a single aspect of a wider study on research impact assessment that enquired into best practices for assessing research impact in higher education institutions in Africa and the evolving role of academic libraries in support of research impact assessment. The paper draws from a qualitative aspect of the wider mixed-methods study informed by research impact theory, and specifically findings from semistructured interviews with relevant stakeholders such as academic librarians, university research office personnel, and African research council managers. The paper concludes that librarians traditionally have been well placed to play a pivotal role in research impact assessment due to their professional competencies. Academic libraries will continue to evolve and in doing so play a significant role in the research life cycle of higher education knowledge systems. African academic libraries need to contextualize research impact assessment such that it speaks to the research needs of African contexts.
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    The transition to open: a metrics analysis of discoverability and accessibility of LIS scholarship
    (2019) Raju, Jaya; Mfengu, Andiswa; Kahn, Michelle; Raju, Reggie
    Metrics analysis of journal content has become an important point for debate and discussion in research and in higher education. The South African Journal of Libraries and Information Science (SAJLIS), a premier journal in the library and information science (LIS) field in South Africa, in its 85-year history, has had multiple editors and many contributing authors and has published over 80 volumes and 160 issues on a diversity of topics reflective of LIS theory, policy and practice. However, how discoverable and accessible has the LIS scholarship carried by the Journal been to its intended readership? SAJLIS transitioned to open access in 2012 and this new format in scholarly communication impacted the Journal significantly. The purpose of this paper is to report on a multiple metrics analysis of discoverability and accessibility of LIS scholarship via SAJLIS from 2012 to 2017. The inquiry takes a quantitative approach within a post-positivist paradigm involving computer-generated numerical data as well as manual data mining for extraction of qualitative elements. In using such a multiple metrics analysis to ascertain the discoverability and accessibility of LIS scholarship via SAJLIS in the period 2012 to 2017, the study employs performance metrics theory to guide the analysis. We highlight performance strengths of SAJLIS in terms of discoverability and accessibility of the scholarship it conveys; identify possible growth areas for strategic planning for the next 5 years; and make recommendations for further study for a more complete picture of performance strengths and areas for improvement. Significance: The importance of discoverability and accessibility of scholarship carried by a scholarly journal is conveyed. The need to use multiple metrics for objective evaluation of the discoverability and accessibility of the scholarly content of a journal is emphasised. The impact of open access on the discoverability and accessibility of the content of a scholarly journal is assessed.