Browsing by Author "Shongwe, Mzwandile"

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    Open Access
    A case study of digital readiness and technology adoption at a theological college in Cape Town, South Africa
    (2022) Majackie, Collin A; Shongwe, Mzwandile
    Technological innovations are rapidly transforming the way Higher Educational Institutions are delivering their core mission of teaching, learning and creative inquiry. A significant number of faculty are resistant to adopting new technologies. This study aims to explore the digital readiness and technology adoption of faculty and staff at a theological college and to understand the current digital practices and views of key stakeholders regarding the drivers and barriers of digital readiness and technology adoption. The research aims were met through an extensive literature review and the implementation of a practical research study. A qualitative case study, using semi-structured interviews with key stakeholders was carried out. The findings show that the concepts of digital literacy and digital readiness are often misunderstood. The main driver of technological adoption was COVID-19, while the main barriers were age and the digital divide. Management support was positive, but a clear vision and strategy for technology adoption was absent. The findings offer valuable insight into technological issues that affects HEIs, especially theological education. While findings cannot be generalised, they may be relatable and applicable to other disciplines. Recommendations for future research and practice are proposed for faculty and the college to consider.
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    Open Access
    Accessibility of academic libraries for students living with disabilities in selected South African Universities
    (2025) Du Toit, Sarah; Shongwe, Mzwandile
    Grounded in the social model of disability (Oliver, 1990), this study assessed the accessibility of academic libraries for students living with disabilities (SWDs) in selected South African universities. Academic libraries are central to higher education, yet systemic, physical and technological barriers often hinder access for students with mobility and visual impairments. The study investigated how academic libraries facilitate accessibility and inclusion for these students by evaluating their ability to engage with library services without assistance. The research adopted a qualitative multiple case study design, focusing on two South African universities: the University of Cape Town and the University of the Western Cape. Data were collected through semi-structured interviews with eighteen participants, comprising four library staff members and fourteen SWDs, alongside non-participant observation and document analysis. Non-participant observation was conducted in various library spaces to examine the accessibility of building entrances, service desks, computer workstations, signage, shelving arrangements and the availability and use of assistive technologies. The analysed documents included UCT's Disability Policy (2021), Transformation Report (2023), and Disability Policy Council Report (2022), as well as UWC's Policy on Students with Disability (2007) and Library Annual Report (2021). The study was guided by the following key objectives: to examine the accessibility measures currently implemented in academic libraries, evaluate existing policies supporting physically and visually impaired students, identify physical and non-physical barriers to access and assess the role of library staff and assistive technologies in creating inclusive learning environments. Findings revealed that while various accessibility measures and assistive technologies are available, gaps remain in the areas of infrastructure, staff training and institutional policy implementation. Contributing factors included financial constraints, limited awareness and inconsistent institutional commitment. The study recommended the development of formal accessibility policies, dedicated funding for accessibility initiatives, targeted training programmes for library staff and structured feedback mechanisms to strengthen inclusive service delivery. This research contributes to the discourse on disability inclusion in higher education and offers recommendations for improving academic library services for SWDs in South Africa.
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    Open Access
    Does access to the academic libraries for students with disabilities affect their academic performance? A systematic review
    (2023) Parker, Galiema; Shongwe, Mzwandile
    Background: There is an increase in students with disabilities at higher education institutions across the world and research regarding social barriers and learning in higher education is ongoing. Some studies revealed that students with disabilities experienced barriers in respect of the academic sphere. The academic libraries at higher education institutions provide services for all students, however students with disabilities are fewer than students without disabilities at these institutions of higher learning. The American Library Association (ALA) was instrumental in the compilation of the Library Services for People with Disabilities Policy which incorporated library services, facilities, collections, assistive technology, as well as publication and communications in alternative formats amongst other aspects. The International Federation of Library Associations and Institutions (IFLA), an international body of library associations across the world represents the interests of the library profession, develops guidelines for library services and promotes equitable access to information. The “access to libraries for persons with disabilities checklist” developed by the IFLA Standing Committee of Libraries Serving Disadvantaged Persons (LSDP) and authored by Irvall and Nielsen (2005:3) is a guide to the factors to be considered in making libraries userfriendly to persons with disabilities. Objectives: The purpose of the systematic review of the literature published for the period 2015 until 2020 is to determine whether the facilities offered at academic libraries are suitable for students with disabilities and whether these facilities and services affect the library use and the academic performance or academic success of students with varying disabilities. The objective of the systematic review was to find, evaluate and synthesise the findings of the research conducted which investigated similar suppositions, premises or theories and to gain insight into research methodologies utilised, the strengths and the limitations of the published literature, as well as any recommendations contained therein. Methods: Desk research was conducted, and a search was done of the databases EBSCO, Google Scholar, Library and Information Science abstracts (LISA), ProQuest, ProQuest Dissertations and Theses, SABINET and SCOPUS for articles relevant to the topic of the systematic review. The Preferred Reporting Items for Systematic Reviews and MetaAnalyses (PRISMA) 2020 protocol, an updated guideline of the 2009 PRISMA statement for reporting systematic reviews, was used as a guide for the review. The literature of the studies obtained contained qualitative, quantitative, and mixed method research methods and the methodological quality of the studies was further assessed using the Mixed Methods Appraisal Tool (MMAT), a critical appraisal tool for reviews that include qualitative, quantitative, and mixed methods studies. After examination of the 164 records obtained only 46 near matches to the criteria were included for final review and an analysis of all qualitative, quantitative, and mixed method studies were done. The included studies were a combination of articles (n=42) and dissertations (n=4). Results and Findings: The approaches, paradigms, and data collection methods of the qualitative, quantitative, and mixed methods studies are discussed and the common themes and findings for all three types of studies highlighted are access to library services having an effect on achievement and success, library services and access not being adequate, as well as barriers to the library environment and the inclusion of students with disabilities. Conclusion: The systematic review revealed very limited studies were conducted in relation to whether access to the academic libraries specifically for students with disabilities affect their academic performance and highlighted the importance and need for further research to be conducted in higher education institutions not only in South Africa, but preferably across the world.
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    Open Access
    Investigation of the roles Librarians and Web Developers play in shaping the information architecture of the Namibia University of Science and Technology Library website
    (2025) Coetzee, Justine; Shongwe, Mzwandile
    A website's information architecture significantly influences its usability. Libraries increasingly relied on websites to provide access to resources and services, making effective information architecture crucial for user experience. Many library websites are poorly designed with weak navigation structures, which limits user engagement and makes it difficult to find information. As users increasingly rely on digital access, usability and clear navigation are essential for a positive experience. Despite the importance of library websites, their development often lacked proper planning, leading to complex and difficult-to-navigate structures. This study aimed to address these issues by examining the roles of librarians and web developers in shaping the Namibia University of Science and Technology (NUST) library website's information architecture. Therefore, this study investigated the principles of information architecture employed in the creation of the NUST library website. The objectives were to determine the roles librarians played in determining the website's information architecture, understand the librarians' perceptions of the library website's information architecture, and examine whether web developers considered information architecture principles during website development. It was guided by Morville and Rosenfeld's information architecture framework, which emphasises four key components: organisation, labelling, navigation, and search. This study employed a qualitative research approach, utilising methods such as interviews and document analysis to gather data from librarians and web developers involved in the creation and maintenance of the NUST library website. The study found that both librarians and web developers played essential roles in the creation of the NUST library website. Librarians focused on content accessibility, while developers handled technical structure and usability. These findings align with existing literature on information architecture in digital library environments. This research contributed to the library and information science field by shedding light on the collaborative roles of librarians and web developers in creating effective library website information architecture. The findings of the study advised best practices for designing user-centric library websites, improving user engagement, and enhancing the overall library experience.