The Gokwe South District is among the top districts in the Midlands Province of Zimbabwe with several health-related challenges, as indicated by the statistics from the Zimbabwe National Health Profile. The premise of this study was, therefore, to establish mechanisms that could be instituted to ensure access to health-related information for the Gokwe South community members. The study was pragmatic, through an embedded mixed-methods design. Opportunity sampling was used to select 72 community members. Expert sampling was used to select an information officer of the Gokwe Rural District Council and two members of the Zimbabwe Library Association Midlands Branch. Questionnaires were used to collect data from the community members, whereas interviews were used to generate data from the information officer, and the members of the Zimbabwe Library Association Midlands Branch. The study found that the community members faced varied challenges when accessing health-related information, which included digital illiteracy, the lack of health information centres, geographic seclusion of communities, and information format challenges. As a way forward, the study noted the need for the institution of community libraries and health information centres by the government, through the Ministry of Health and Child Welfare, in conjunction with the local council. In addition, diverse associations, such as the Zimbabwe Library Association, were recommended to play an active role in offering digital and information literacy programmes to the community members.
The study assessed the strategies that academic libraries in the Midlands Province of Zimbabwe could adopt to enhance the provision of assistive resources to patrons with visual impairment. The assessment grew out of the realisation that even though the introduction of assistive resources within academic libraries in the 20th century impacted positively on such libraries, their uptake in developing countries, including Zimbabwe, is inadequate, uninspiring, and fragmented. A qualitative research approach was adopted. The sample constituted five academic libraries that met the conceptual criteria of academic libraries in the study, 32 patrons with visual impairment, 12 library staff members, five lecturers who teach special needs education, four staff members from student services, and six Zimbabwe Library Association members who were purposively sampled. Questerviews, interviews, focus group discussions and document analysis were used to generate data for the study. The study established that the libraries faced varied challenges in providing assistive resources to the visually impaired patrons, which mostly included inadequate equipment and infrastructure, a lack of budget and financial resources, inadequate training and development, the attitude of library staff members, and a lack of national legislation. The study noted the need for the libraries to implement creative and unique solutions, which include sourcing for donations, undertaking crowdfunding initiatives or establishing public-private partnerships (PPPs). The study also underscored the need for the establishment of Disability Resource Centres in each library under study. In addition, library practitioners, through the Zimbabwe Library Association, should advocate for the establishment of national legislation that focuses on service provision to individuals with disabilities in academic institutions.
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