Cataloguing and Classification Education (CCE) and Training in Library and Information Science/ Studies Departments in South Africa

Ocholla, Lyudmila; Ocholla, Dennis N.

doi:10.7553/80-1-166

Cited by 14 publications

(30 citation statements)

References 22 publications

(31 reference statements)

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“…There should be a concerted effort by heads of library and OALibJ | DOI:10.4236/oalib.1101915 9 January 2016 | Volume 3 | e1915 information science schools in Nigeria in allocating separate time on the time table for cataloguing teaching and practical. The finding is in accordance with those of Ocholla, Ocholla, Olson, Glover and Guimaraes [9] that time allotted for cataloguing and classification in American and South African Library Schools was not enough. The problem of inadequate time allocation in teaching and learning cataloguing appears to be global but needs a solution for better performance of the undergraduates.…”

Section: Discussion Of the Findingssupporting

confidence: 90%

Section: Literature Reviewmentioning

confidence: 99%

“…Furthermore, Ocholla and Ocholla (2011) [8] discovered that one semester allocated for teaching cataloguing or classification is not adequate in South African library schools. Similarly, Ocholla, Ocholla, Olson, Glover and Guimaraes (2012) [9] discovered that time allotted for teaching cataloguing and classification in American and South African Library Schools is not enough. It was, therefore, recommended that concerted efforts should be made to correct the inadequacy of time allotted for teaching cataloguing and classification in the two library schools for students to have full grasp of the courses and have high academic achievement.…”

Section: Literature Reviewmentioning

confidence: 99%

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Time Allocation as Correlate of Undergraduates’ Academic Achievement in Cataloguing and Classification in Library Schools in Southern Nigeria

Ogunniyi¹,

Nwalo²

2016

OALib

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The study focuses on time allocation as correlate of undergraduates' academic achievement in cataloguing and classification in library schools in Southern Nigeria. Cataloguing and classification courses are expected to be taught theoretically and practically in library schools. The main problem of this study is undergraduates' poor academic achievement in cataloguing and classification. According to authors, cataloguing and classification are core courses in librarianship. Despite the importance of these courses in the library schools, it is observed that many undergraduates are known to perform poorly in the examinations. Survey research design of correlational type was adopted for this study. Hypothesis tested at 0.05 level of significance was that there was no significant relationship between time allocation and academic achievement of undergraduates in cataloguing in library schools in Southern Nigeria. The 550 final year students and 18 lecturers teaching cataloguing and classification in library schools in Southern Nigeria were purposively selected for the study. Time allocated for teaching and learning cataloguing and classification scale (a = 0.64) and students' achievement test in cataloguing and classification (a = 0.63) were used to collect data for the study. Descriptive and inferential statistics were used for the data analysis. Results from the study revealed that: there was a significant relationship between time allocation and academic achievement of undergraduates in cataloguing and classification in library schools. Time allocated for teaching cataloguing and classification was inadequate. Academic achievement of the majority of the undergraduates was at average level. The library school management in partnership with the National Universities Commission (NUC) should include separate hour on the time table for practical cataloguing and classification in library schools in Nigeria to enable students to balance theory with practical knowledge. This is necessary to enhance students' academic achievement in cataloguing and classification. Lecturers' teaching cataloguing and classification should spend more time in cataloguing practicals to encourage the students to develop interest in cataloguing and classification.

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Section: Discussion Of the Findingssupporting

confidence: 90%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

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Time Allocation as Correlate of Undergraduates’ Academic Achievement in Cataloguing and Classification in Library Schools in Southern Nigeria

Ogunniyi¹,

Nwalo²

2016

OALib

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“…Typically, such strategies included those that support distant learning” and teleconferencing became a norm. The third respondent (Nigeria) reflected on the closure of teaching in Nigerian public universities due to the strike and how this enabled “undivided attention to do research” and emphasized the benefits of “self-learning” (Majanja, 2020; Ocholla and Ocholla, 2020; Ocholla, 2021).…”

Section: Resultsmentioning

confidence: 99%

“…For example, among the studies on Covid-19 that are relevant to this paper were those focusing on experiences (Bennett et al , 2020; Craft, 2020; de Villiers Bosman et al , 2020; Gressman and Peck, 2020; Kannampallil et al , 2020; Landoy and Færevaag, 2020; Simpson, 2020; Stein et al , 2020; Panganayi, 2020); perceptions (Geldsetzer, 2020; Guo, 2020; Zhao et al , 2020); and challenges and opportunities (Afriyie et al , 2020; Besser et al , 2020; Bhagat and Kim, 2020; Conger, 2020; de Villiers Bosman et al , 2020; Dwivedi et al , 2020; Fink, 2020; Marshall et al , 2020; Mayo, 2020; Pan and Zhang, 2020; SĂLceanu, 2020). Covid-19 challenges and opportunities seem to have confirmed what LISE (Ocholla, 2021) and the Library Information Services sector (Ocholla and Ocholla, 2020) consider to occur during 4IR, particularly regarding jobs/employment, access and services – anytime, everywhere, the leading role of technologies and self-learning.…”

Section: Theoretical Background and Related Studiesmentioning

confidence: 87%

Echoes down the corridor. Experiences and perspectives of library and information science education (LISE) during COVID-19 through an African lens

Ocholla

2021

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PurposeThe COVID-19 pandemic has resulted in enormous challenges, but also presented opportunities that have notable implications for the future. The aim of this paper is to explore and discuss the experiences, perspectives, challenges and opportunities of Library and Information Science Educators (LISE) during the pandemic. The aim is articulated in the following three research questions: How is the COVID-19 pandemic experienced by LISE and in research? What are the perceptions formed during the period? And what are the challenges and opportunities?Design/methodology/approachThis is an interpretivist qualitative study informed by disaster management theories. The study involved the content analysis of existing literature with a focus on COVID-19 and higher education, particularly LISE, in conjunction with an open-ended email questionnaire that was sent to selected LIS educators/faculty/staff from major LIS Schools from eight sub-Saharan African countries. The author used personal experiences and observation to supplement the data and the interpretation.FindingsResults show more similarities than differences in how the COVID-19 pandemic is experienced and perceived, as well as the challenges and opportunities that it brings to the sector. As a whole, political factors are most pronounced, meaning that administration and decision-making need more attention in the sector. Also notable is that opportunities are mostly linked to technological factors, which will determine the “new normal” for LISE in the future. Almost all the narratives focused on the middle level of (during) the disaster life cycle, which is understandable as the complete cycle of the disaster is yet to come, likely when COVID-19 ceases to be a threat.Research limitations/implicationsThe sample was small, as related studies focus more on COVID-19 and higher education, with hardly any focusing on LISE. The COVID-19 pandemic has not ended, so the disaster management life cycle cannot be fully exploited. Furthermore, the author’s categorization of responses within PEST was largely judgmental.Practical implicationsNew research, teaching and learning developmental paths have been created for LISE. The study provides practical reflection on the effects of COVID-19 on the sector and HEIs that can inform discourse and responses to the pandemic.Originality/valueThe study explores a new research domain in LISE and due to limited research in the domain brings together important voices/narratives – based on their experiences – of LIS educators in Africa on the research area. Further, it proposes the future of LISE under COVID-19 within the 4IR framework.

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How international is your LIS/IS program in the global higher education era?

Chen

Aparac-Jelušić

Fourie

et al. 2017

Proc. Assoc. Info. Sci. Tech.

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Internationalization is a critical issue in LIS/IS education and the LIS/IS profession. This panel assembles educators from various continents to discover their experiences and to address the following issues:International students should comprise what percentage of a student body in order to adequately represent the spectrum of disciplines that are critical to contemporary LIS/IS schools? International faculty members should comprise what percentage of a faculty in order to adequately represent the spectrum of disciplines that are critical to contemporary LIS/IS schools? How international must a curriculum be in order to adequately prepare graduates for the challenges of the rapidly changing information environment of the future? How do our panelists build beneficial partnerships with international professional stakeholders? How do our panelists ensure the quality of LIS education from an international perspective?

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Cataloguing and Classification Education (CCE) and Training in Library and Information Science/ Studies Departments in South Africa

Abstract: Recent reports complain about the lack of cataloguers in South Africa

Cited by 14 publications

References 22 publications

Time Allocation as Correlate of Undergraduates’ Academic Achievement in Cataloguing and Classification in Library Schools in Southern Nigeria

Time Allocation as Correlate of Undergraduates’ Academic Achievement in Cataloguing and Classification in Library Schools in Southern Nigeria

Echoes down the corridor. Experiences and perspectives of library and information science education (LISE) during COVID-19 through an African lens

How international is your LIS/IS program in the global higher education era?

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