NEWS OF THE UNIT FOR ACADEMIC DEVELOPMENT AT THE CUT
September 2008
Year 4, Issue 2
Technology @ the Central University of Technology,
Free State
Abroad but not overboard!
UAD staff at International Conferences:
Dr Ben van der Merwe reports on a visit to the home of Mozart – Salzburg
“Approval was granted that I could attend the 2008 College Teaching and Learning Conference
from 22 – 26 June 2008 in Austria. I had the privilege to present a paper on The role of
student evaluation in improving the quality of teaching and learning practices at the
Central University of Technology, Free State: a case study.
Participants from all over the world attended the conference that was hosted in Salzburg,
Austria. Surely one of the most beautiful cities I have ever seen in my life. Salzburg is
one of the smaller Austrian provinces but it is one of the most important for the tourism
industry. As the home of Wolfgang Amadeus Mozart, one of the world’s most famous
musicians, as well as the setting for “The Sound of Music” in 1964, Salzburg is known
worldwide as a musical city. This tradition is still fostered nowadays, on the one hand in
the Mozarteum University and on the other in the equally world-renowned Salzburg
Festival, which, since it was found in 1920, annually attracts thousands of art and culture
lovers from all over the world.
I presented my paper on 23 June. I found that the most valuable aspect of the presentation
was the exchange of information, networking and benchmarking opportunities with
colleagues from other international colleges and universities. It seems as if student
evaluation of teaching and module content has been instituted by almost all higher
education quality assurance agencies around the world. Nevertheless, it is unfortunate
that the impact of student evaluation in the South African higher education system has
been limited. As governmental demands for educational accountability grow, the teaching
profession finds itself under pressure to demonstrate its value with solid, credible
data/evidence. However, in an environment in which there are so many emerging and
competing demands, there is a danger that the essential focus on the teaching and
learning function could be lost.
In light of this, universities need to quantify their value to provide hard evidence that they
have succeeded in promoting learning among students. The most direct source of
information about the quality of the learning experience in higher education is the quality
of students themselves.
Abroad but not overboard! (Continue)
Juliano Kabamba, Senior Director of the LIC recently delivered two papers:
At the Standing Conference of East, Central and Southern African Library and Information
Associations (SCECSAL), in Lusaka, Zambia, 15-19 July, 2008, Mr. Kabamba’s thought
provocative paper entitled: “Libraries re-loaded in service of the marginalized” was well
received at the conference and was published as part of the Conference Proceedings in
Libraries and Information Services towards the Attainment of the Millennium
Development Goals (MDGs).
◊ The paper is critical of the current principles underpinning public library philosophy
and practice and advocates for a radical shift based on networking and relationship
building with communities in which libraries operate.
◊ Mr. Kabamba was informed by the SCECSAL organising committee that this paper
had been selected for publication in a book to be published by IFLA (International
Federation of Library Associations) before the end of 2008.
In the paper delivered at the WORLD LIBRARY AND INFORMATION CONGRESS: 74TH
IFLA GENERAL CONFERENCE AND COUNCIL, 10-14 August 2008, Québec City, Québec,
Canada, titled Globalization: a disservice to human development in Africa: the impact of
ICT. Mr. Kabamba concluded as follows:
◊ “There are numerous issues that need to be addressed to harness ICT in Africa. In
addition to the ones discussed in this paper there are concerns around ICTs
national strategies, liberalization of the telecommunication sector, creating enabling
regulatory environment, infrastructure development, and unequally distribution of
technology, among others. It would appear though that diffusion of ICT in Africa,
especially among the rural poor, is bound to be problematic unless it is located and
embedded in the socio-economic context of individual communities.
◊ At Library level globalization has really created opportunities for collaborations and
interchange of skills and experiences across the globe. Consortiums, staff
exchanges, sabbatical and visiting scholar schemes, study visits and international
conferences are examples of cooperative arrangements that have helped the library
professional to learn from experiences elsewhere and improve library practice in
Africa.
◊ Nevertheless, on the ICT front, Africa is yet to leap the full potential of modern
technology. While development aid and donor support have assisted to kick start
adoption and diffusion of ICT in libraries, Africa has lacked the capacity to build
momentum. Sustainability issues may have played a bigger role but it could be
helpful to study the extent to which cultural elements and missing links in change
management might have played a part. Another challenge that does not seem to
have received much attention, is measurement of the scale to which preoccupation,
and futile attempts, to adoption and diffusion of ICT are depleting
capacity to maintain manpower and library infrastructures and limiting resources to
acquire the much needed print materials and reprographic facilities.”
◊ The full text copy of this article is available at:
http://www.ifla.org/IV/ifla74/Programme2008.htm.
Abroad but not overboard! (Continue)
Johan Badenhorst, Director: e-Learning and Educational Technology, attended the
Blackboard World 2008 conference in Las Vegas, Nevada from 14 July 2008 to 17 July
2008.
The Blackboard World 2008 conference in Las Vegas, Nevada, took place from 14 July 2008 to
17 July 2008. The conference emphasised the importance and relevance of the blended
learning approach with respect to e-learning. The emphasis in many presentations and
discussions was that the lecturer will never be replaced and that his/her role is becoming
more and more important to guide the learning process. The importance of using
technology to service the new generation of "digital native" students has surfaced as one
of the most important wake up calls for lecturers. The social networking tools like
facebook, podcasts, iTube, iPods and other collaborative tools can be utilised by Higher
Education in such a way that the curriculum is brought to where the students are.
One of the debates in the IT-world is increasing preference for open source programs to
replace expensive vendor supplied programs. E-Learning is also subjected to these
developments. During the conference the importance of having a team of developers and
users behind a product was clear from the new developments announced for the
Blackboard product. After Blackboard bought the WebCT company the development of a
new product with the best from both Blackboard and WebCT was envisaged. Blackboard
now announced Blackboard NG or New Generation version 9 where this promise will be
fulfilled. A large team of developers and more important of testers and evaluators is
taking the new version through the development cycles.
The improvements are mainly in the opening up of the program to accommodate especially
Web 2.0 applications. It is even possible to integrate with open source programs like
Sakai and Moodle. It will also be possible that students will get notice of announcements
coming from Blackboard to their social web presence on e.g. Facebook. Using Blackboard
as the platform to manage the learning process now become easier and more efficient.
With the community system it is possible to create a learning or academic portal for a
student. The CUT will investigate this possibility in the following year. We are looking into
the possibility to create a personalised academic portal where a student can get access to
his/her academic environment from one place.
This has also important implications for the CUT. A system for increased student access
should be developed either by having more "open labs" available for students or by
considering the availability of subsidised notebook computers to students with wireless
access all over the campus. Secondly, an implication is that the rate of implementation of
blended learning could be increased at the CUT. To work towards a learning portal where
a learner will have all the information of his courses available when logging in to
Blackboard, it is crucial to have full integration with ITS and to have all courses with
minimum web presence.
Abroad but not overboard! (Continue)
Online assessment is playing an increasingly important role in curriculum delivery. The
assessment tools will be increased in the new version and the tools to ensure assessment
in a controlled environment have also improved. The importance of the speedily
establishment of the online assessment centre is now of utmost importance. The
upgrading of the marks system, called the gradebook, opens the door for greater
integration with the ITS system and can have an important influence on the way marks
are entered at the CUT.
In the field of lecturer development the importance of having a rubric and template available
for lecturers to make the transition to blended learning easier came to the fore. To
enhance productivity and efficiency the CUT should use templates. The Centre for e-
Learning and Educational Technology works towards implementing templates on the
latest in the fourth term. As part of this process model course(s) will be available as
examples.
In conclusion it can be mentioned that the CUT is progressing in the right direction with elearning.
It is however very important that more momentum should be gathered to
increase the implementation of e-learning. The CUT as a university of technology cannot
afford to fall behind in the effective utilisation of technology in the learning and teaching
process.
Dr Kallie de Beer, delivered a paper at the PCF5 Conference in London.
The Pan-Commonwealth (COL) Forum held its 5th conference at the University of London
during July where Kallie presented a paper under the sub theme: GOVERNANCE,
CONFLICT and SOCIAL JUSTICE. It was the very first time in COL’s history that such a
“sensitive” theme was introduced. Kallie also chaired a session on this new field that COL
initiated for future collaboration on the African continent. Community needs for
cooperative peacekeeping, training with Open and Distance E-Learning (ODEL) modes
and Open Education Resources (OER) in Africa, will be relevant to solve conflict with
Open education modes and resources. It also forms part of the Peacekeeping models
that is in the process of accreditation for the School for Business Development at the CUT
and which will be offered by the Senior Director, Work Force Development, Ms Gertrude
Bohloko.
Steve Wozniack, cofounder
and the designer
of the first Apple
computers, was a keynote
presenter. Here he signs
Johan Badenhorst’s copy
of his book.
THE GOOD AND THE BAD AT THE CUT OFF-CAMPUS
FACILITIES Dr Kallie de Beer
My reminiscence about the positive events at our off-campus facilities are of those part time
learners who were fully employed during daytime, but were keen on learning to develop
themselves. Even the part time lecturers who really did not do it for the little
remuneration after tax was deducted, but for the love of their jobs and to share their
expertise with their part time learners. A real kind of work integrated learning (WIL)
model, though as a dual contact distance generation, as it used to be depicted in
literature. I always assessed this outreach of the CUT main campus to local communities
in Qwaqwa, Kroonstad, Welkom and Kimberley as real community services to the Free
State and Northern Cape capitol. After all, in a pragmatic way of speaking, the name of
our university implies that we have to service the whole province and not only the
Bloemfontein area. I was always ahead with the latest developments in the former Free
State Higher Education Forum (read FSHEC: Free State Higher Education Consortium)
and the national goal to enhance a single higher education system according to Act 101
for Higher Education. Consequently, I attended a variety of international conferences on
the different generations of Open and Distance E-learning (ODEL). It is with this
experience that I obtained an accredited certificate for DE-practitioners at UNISA where
the first Institute for Open Learning was established at the beginning of this academic
year.
THE GOOD AND THE BAD AT THE CUT OFF-CAMPUS
FACILITIES (Continue)
Unfortunately, the Department of Education (DOE) regarded our community outreach as pure
“distance education” and subsequently instructed that the CUT, as a residential
university, should close down Qwaqwa and Kroonstad regional learning centers and
integrate the evening lectures at Welkom with the newly formed campus while the
Kimberley Regional Learning Centre should operate under the hub of the National Higher
Education Institution: Northern Cape (NIHE). In comparison to other Higher Education
Institutions (HEIS) who did not close their different forms of distance education and who
still conduct new generation ODEL-models all over South Africa until this very day, the
CUT has lost a lot of ground in this modern approach to offer a blended form of
delivering methods. Especially in the tremendously fast growing field of technology, such
as video conferencing, Black board 6: Campus Editions, CD and DVD based materials, cell
phone access and even E-books as well as Open Education Resources (Cf. the abovementioned
graphic of OER). UNESCO as well as the Commonwealth of Learning (COL),
the Open University systems in the UK, Hong Kong and India all testify to this absolute
modern trend in pure learning centered systems. Hopefully the new structure of the CUT
will include this modern phenomenon to gain lost ground of the past.
Dr Kallie de Beer received his Certificate
for Recognition of Long Service. He
has been serving the CUT for the
past 15 years. He remarked that:
“In my career as Director for Open
Distance Learning (ODL) at the
Central University of Technology and
moderator for Political Science post
graduates, I endeavour to enhance
the United Nations Institute for
Training and Research Peacekeeping
Operations Correspondence
Instruction (UNITAR POCI) at Higher
Education Level in partnership with
the South African National Defence
Force (SANDF).”
Golden young ones
The following LIC colleagues received their Certificates for Recognition of Long Service:
Nono Mosala (15 years), Willemien Steyn (20 years), Marie de Wet (10 years) and Isak
Hugo (10 years).
Willemien Steyn remembered:
“When I started to work here at the CUT (then the Technikon Free State) on the 20th June
1988, I had a stamp size office (about 1 m x 2 m). Into that small office I, AND the
books that were in the Art and Secretarial faculties’ library, were crammed! At the end of
1988 and the beginning of 1989 the library was relocated to where the Art-buildings are
situated now. From 1989-1993 there was a separate Art Library.
“During 1993 the Art books were transferred to the Management Library, where the Art and
Management books were kept until 1997. In those years everybody had to do service at
the loan desk, during tea-times, even though they were part of the management team!
At the end of 1997 there was a very big migration from all the different small libraries to
the beautiful library in which we are now. We moved the books on trolleys from the
previous libraries to this new big library!
“Why I am still here at the CUT? I tend to live from day to day, and I really enjoy my work
environment! I want to thank everyone at the Library – it is because of their motivation
that I could be here for so long. I also want to thank my different supervisors – you
know who you are – for all the guiding and support through the years – it is because of
you that I always did my best!”
A WINNER FOR ALL SEASONS!
Gerda Lamprecht & Nicolene Barnard
Ms Dora Ackerman, Systems Librarian at the Library & Information Centre, Central University
of Technology, Free State, was selected as the Free State Branch Library and Information
Association of South Africa (LIASA) Librarian of the Year. To her colleagues, friends,
family and the broader information society of South Africa, this was no surprise, as Ms
Ackerman is an outstanding librarian: creative, energetic, committed and passionate
about her profession, community service and life.
Ms Ackerman has been Chair of LIASA Free State Branch, served on the LIASA National
Representative Council, and was a member of LIASA’s National Executive Committee
responsible for all Branches and Interest Groups since 2004. Under Ms Ackerman’s
leadership, the LIASA FS Branch also won the bid to host the national LIASA Conference
in 2009.
Ms Ackerman completed her Master’s Degree (cum laude) at the end of 2007, addressing the
challenge on how an academic librarian can contribute to community projects, especially
those geared toward community development. Ms Ackerman received the CHESD Master
Prize from the University of the Free State for her dissertation.
Ms Ackerman’s motto is to lead by example. She tirelessly motivates especially new and
upcoming librarians, but also inspires paraprofessional staff in bettering their
qualifications and skills. Through her mentorship and guidance she has seen her peer
present conference papers for the very first time.
This year she has initiated a number of projects and presented a paper, together with Mr. Lee
Goliath, entitled “Technology at the CUT’s library” at the DITCHE Conference, Nelson
Mandela Metropolitan University, Port Elizabeth. In June she offered the 8th workshop on
“Serving people with disabilities” in Welkom.
At the CUT Library & Information Centre, Ms. Ackerman is responsible for the development of
Electronic Resource Access Centres for the different learner groups. She is also currently
busy preparing her proposal for her Doctoral Studies involving community engagement
projects to bridge the digital divide.
Ms Dora Ackerman receiving
the “Librarian of the Year” Free
State Branch award from Ms
Rachel Morey (LIASA
President-Elect) and Ms Raspby
Ramagundo, the newly elected
LIASA Free State Branch Chair.
Other Personalia
News from the LIC @ the Welkom Campus:
◊ Mr. Moses Nthoroane was promoted to Assistant Director: LIC with effect from
1 January 2008
◊ Mrs. Susan Pretorius was appointed to act in the vacant position of Head: Source
Provision (Senior Library Assistant) between 1 September 2008 to 28 February
2009.
The LIC appointed new staff members:
◊ Nomonde Mgqalelo, Library Assistant in the Acquisitions Department.
◊ Mkam Amos, Administrative Officer in the Interlibrary Loan and Document Delivery
Office.
◊ Makola Mashoto, Senior Administrative Assistant in the LIC.
The following LIC members were elected to serve on the LIASA Free State Branch Committee
(2008-2010):
◊ Tshidi Jobo: 2nd Representative of the Branch serving on the Branch Committee, as
well as the LIASA Representative Committee
◊ Moses Nthoroane: Additional member
◊ Jeanette Ponyane: Chair of the Support Staff Interest Group
Congratulations to Adelina Maile who received the 3rd Prize at the recent Shelvers
Competition!
“Mr Riaan Bouwer, Lecturer, School for Teacher Education, Faculty of Management Sciences,
was appointed to serve as Acting Director: Curriculum Development at the Unit for
Academic Development. Mr Bouwer is very knowledgeable about curriculum issues and
academic staff members are advised to contact him if necessary. He is stationed in the
Library and Information Centre.”
Technology @ the LIC Dora Ackerman & Lee Goliath
Training Laboratory (Room 233)
This is yet another training facility with 20
computers.
Training Laboratory (Room 208)
As part of ERAC’s contribution to the
students’ Life-Long Learning experience
and Information Literacy two training
facilities were developed for this purpose.
This facility provides access to 40
computers where LIC clients receive
training.
B. Tech. Laboratory
This facility is equipped with 55 computers
where B. Tech. students, in particular, gain
Internet access to electronic resources at
their disposal.
ERAC (Electronic Resource Access Centre)
ERAC provides Internet access to 139 Dell
computers that enable undergraduate
students to search electronic resources the
LIC subscribes to.
An additional 33 computers are equipped
with sound extensions to give students
access to e-Thuto’s audio and video
environment.
Technology @ the LIC (Continue)
Study cubicles
The LIC has 16 private study cubicles
which are available for hiring out to
postgraduate students.
These cubicles are equipped with network
points to allow access to the CUT network.
OPAC Terminals
When the LIC started using the Innopac
library system in 1999, it became
necessary to give students access to
TechWiz; our Online Public Access
Catalogue.
The LIC has 13 OPAC terminals. One
placed at a lower level for wheelchair
accessibility.
24-hour study hall
One of the 24-hour study halls was set up
as a WiFi hotspot to give access to the CUT
network via 20 traditional network points
for students with laptops that can not
access the wireless connection
This is available 24 hours per day, 7 days a
week
WiFi Hotspots
Since 2005 the LIC hosts three wireless
network points where users can log in
using their laptops at the following areas:
◊ Level 0 in the 24-hour study hall
◊ Level 1, where the information
librarians are situated
◊ Level 2, where ERAC is situated
Technology @ the LIC (Continue)
Post-Graduate Research Facility
Plans are afoot to establish a Postgraduate
information centre. With this
facility the LIC would like to add to the
learning experience of post-graduate
students holistically.
It is envisioned that this one-stop
research facility would become the
cradle which would accommodate postgraduate
students and researchers
alike.
A researcher travelling from afar for a
contact session with his/her supervisor,
or the M-Tech student whose only
access to a computer would be the
daily visit to the LIC’s post-graduate
research facility, will feel at home here.
This facility would include the following:
◊ a multi-purpose computer facility
for both individual work or a
training facility;
◊ the offices of the information
librarians supporting postgraduate
students;
◊ the Interlibrary Loan office and
document delivery service;
◊ an office for a visiting researcher;
◊ a committee room;
◊ a reception and exhibition area.
The proposed facility is scheduled to be
opened early in 2009.
Students with Disabilities
As the demands grew for technological
assistance for students with disabilities,
it became clear that the LIC had to
render a service in this regard. The
following aspects are in place:
◊ A special room were students
with disabilities can use
computers with “big screen” and
other technologies
◊ One OPAC terminal is located at a
lower level so that students
making use of wheelchairs can
access the catalogue with ease
◊ Lifts are equipped with Braille
buttons
◊ The ERAC and both training
laboratories are also accessible
for students making use
of wheelchairs.
Hostels
The LIC is open 58 hours per week and
the challenge is how to give students
access after-hours to library resources.
All the rooms in hostels are equipped
with Internet Connections:
◊ Thus students with computers
can access the LIC’s databases
and websites from the comfort of
their rooms
◊ Students do not pay for internet
access if they search on LIC
resources
Costs of Internet Access
All students have been charged for
internet use since 1 January 2007
The rates apply to internet usage in the
LIC and residences are as follows:
◊ 07:00-18:00 30c per Mb
◊ 18:00-21:00 15c per Mb
◊ 21:00-07:00 FREE OF CHARGE
◊ The CUT pays the first R30
Use of the internet is FREE for the
following purposes:
◊ Traffic to e-Thuto (WebCT)
◊ Traffic to the CUT’s official
websites
◊ Traffic from the academic
computer laboratories for official
class purposes
◊ Traffic from the LIC’s training
laboratories during official
training sessions
The LIC negotiated with IComTec to
give students free access to all the
databases that the LIC subscribes to
Printing Facilities
Xerox Bytes Solutions, located at Level
0 of the LIC, does the printing.
Technology @ your library brings electronic journals
to your desktop Anita du Toit
Technology makes it possible to locate
information (especially scholarly
information) around the world in
seconds via the internet, but
unfortunately most of the full text
articles are not available for free on the
web.
If this makes you feel miserable, always
remember to turn to your library for
help. The CUT Library & Information
Centre (LIC) strives to be on the
forefront of technological development
in order to make the life of
students/researchers easier. Via the LIC
webpage, staff and students have
access to full-text databases which
include among others:
Ebscohost (including)
◊ Academic Search Premier: a
multi-disciplinary database
providing full text for more than
4,500 journals.
◊ Business Source Premier: is
a business research database,
providing full text for more than
2,300 journals.
◊ ERIC: an educational database
and links to more than 100,000
full-text documents.
◊ Hospitality & Tourism
Complete: covers scholarly
research and industry news
relating to all areas of hospitality
and tourism, and providing full
text for 440 publications.
◊ Medline: covers authoritative
medical information on medicine,
nursing, dentistry, veterinary
medicine, the health care system,
preclinical sciences and much
more and providing links to full
text articles.
PROQUEST (including)
◊ ABI/INFORM Global: covers
business research topics like
economics, management
techniques, theory, practice of
business, advertising, marketing,
HR, taxation, computers etc.
◊ Academic Research Library:
covers a broad range of subjects
including arts, business,
education, general interest,
health, humanities, international
law, multicultural, sciences, social
sciences etc.
◊ Proquest Educational
Journals: covers topics in
education and related fields.
◊ Proquest Agricultural
Journals: covers topics in
agriculture and related fields.
◊ Proquest Computing: covers
topics such as database design,
software development, web
commerce, LANs, WANs,
Intranets, and the internet.
◊ Proquest Psychological
Journals: covers topics in
psychology and related fields.
◊ Proquest Science Journals:
subject coverage including
computers, engineering, physics,
telecommunications and
transportation.
Science Direct: subject coverage
includes: Physical sciences and
engineering, life sciences, health
sciences, social sciences and
humanities.
Springerlink: subject coverage
includes architecture and design,
Behavioral science, biomedical and life
sciences, business and economics,
chemistry and materials science,
Technology @ your library brings electronic journals
to your desktop (continue)
computer science, earth and environmental science, engineering, humanities, social
sciences and law, mathematics and statistics, medicine, physics and astronomy,
professional and applied computing.
SA ePublications: covers full text South African journals.
How to locate full text articles in the library
When you find an article on the web or on one of the library’s databases, you can check
on A-to-Z Journal list if the library has access to the full text article.
What is A-to-Z Journal list?
EBSCO A-to-Z® is a locator tool listing all of a library's e-resources, including e-journals,
titles in full-text databases, publisher packages and e-books.
This easy-to-navigate, searchable list of journals allows CUT staff and students to quickly
find all electronic resources in the library’s collection.
How to get access to A-to-Z Journal list and LIC’s databases
Access to A-to-Z journal list and the databases are available from the library’s homepage:
◊ http://www.cut.ac.za/web/academics/library/homepage
◊ Click on “Information Search” to find the links to the above-mentioned journal list
and databases.
◊ Remote access is available when working off-campus. For more information, help or
remote access, please contact Anita du Toit (anita@cut.ac.za).
Federated Searching: The Middle Ground of Search
Lizette Storm
INTRODUCTION
As academic library environments become
more technological and more
information resources become available
online, students and researchers are
faced with a dazzling number of
choices. One of the challenges facing
academic libraries today is the need to
assist their users in navigating through
these choices in order to meet their
research needs.
Federated searching enables librarians to
meet these challenges by supplying
efficient, effective access and delivery
of the most relevant content from a
diversity of sources.
It has become an important information
management tool as federated search
tools have become increasingly popular
to improve services and to address the
changing expectations of their users
who have become accustomed to
search engines such as Google and
Google Scholar.
WHAT IS FEDERATED SEARCHING?
Federated searching introduces the ability to
simultaneously search multiple
databases, repositories and search
engines through a single search
interface. It can simply be described as
a “single box that searches everything”.
In federated searching, the information is
processed prior to the user’s search
into a single repository to create an
effective search environment.
Several federated search products are
available e.g. Metalib, Webfeat and
Multisearch. Academic libraries have
the responsibility to decide which
product works best for their institution,
how to adapt the system and what
effects federated searching will have on
their users’ research process.
WHY FEDERATED SEARCHING?
Some of the obvious advantages are:
users can search multiple library online
resources at the same time
less frustration with numerous
databases with various interfaces and
features
reduced search time
immediate access to full-text
information
consolidated search results
well integrated sources
de-duplication of search results
consolidated source management and
reporting
illuminates content otherwise
overlooked
FEDERATED SEARCHING AT THE CUT
At the CUT Library and Information Centre
we are currently in the process to
evaluate all options and are aware of
the challenges ahead of us in choosing
a federated search tool which will
benefit our researchers and the
research process the best.
We realized the importance of assisting our
researchers in finding useful needles in
the resulting haystacks.
Information literacy training @ Welkom Campus
Gerda Lamprecht
Bloemfontein Campus Library & Information
Centre was requested by postgraduate
students at Welkom Campus to present
a workshop on information literacy at
the Welkom campus, in the light of the
current vacant position of Information
Librarian at that campus.
On 28 August 2008, the two Bloemfontein
Information Literacy Librarians, Ms.
Jeannet Molopyane and Mr. Tshidi
Jobo, with the technical support of Mr.
Lee Goliath, offered Information
Literacy training to 72 students at the
Welkom Campus. The outcomes of the
training were to empower researchers
to make informed information decisions
during their studies. A customised
manual was compiled by Ms
Molopyane, to assist students in
locating and retrieving scholarly
information in their studies.
Emphasis was placed on identification of
relevant databases, and hands-on
training in effective usage of the
identified databases. The LIC
subscribes to several scholarly full-text
databases. Training on the following
databases was included in this training
session:
◊ Ebscohost
◊ Proquest
◊ Science direct
◊ SpringerLink
◊ Applied Science and technology
◊ ISI Web of Science
◊ SA ePublication
◊ Nexus (Research Database)
Special attention was given to effective
utilization of the Internet, with
emphasis on the usage of
communication tools, scholarly
databases, and other information
resources available via the World Wide
Web. Attention was also given to
introduce the concept of “Electronic
Books”.
Students were very grateful for this effort,
and requested regular training of this
nature, especially at the beginning of
each semester.
The feedback included statements like “…the
professionalism, enthusiasm, effort and
the support that were portrayed with
offering such an essential service to our
students at the Central University of
Technology, Free State inspired me. My
personal word of thanks to all the role
players, especially Ms Molopyane, Mr.
Jobo, and Mr. Goliath, who really
impressed me with their positive
attitude and dedication towards the
vision of this institution. It makes me
proud.”
From this experience, it is clear that the
Welkom Campus needs regular training
by preferably a permanent Information
Literacy Librarian.
Recommendations for the future are:
◊ That regular postgraduate
database and information literacy
training should be offered to
Welkom Campus students and
staff;
◊ That appointment of a full-time
trainer at the Welkom-campus
should be given priority.
Downside of Technology: Information overload
Jeannet Molopyane
Etymology of the word
The etymology of the word information
overload can be associated with a
psychologist named Alvin Toffler who
invented the term in 1971 in order to
demonstrate the growing impact of
mass information production,
processing and effects on individuals
(Gunderman, 2006).
The term “information overload” can be
referred to as being burdened with
large amounts of unsolicited
information, with some being relevant.
It can also be regarded as large
amounts of noise and too fast a rate for
the receiver to process it (Edmund and
Morris, 2000: 19).
Causes of information overload
There has been a significant and rapid
growth and production in the
information and technology sector to
the effect that it becomes a problem for
people to cope with the accelerated
need to process this information
(Edmund and Morris, 2000; Heylighen,
1999).
Even though information comes in
abundantly, it sometimes becomes
difficult to get relevant information. It
has to be remembered that in this era,
information is recognised as the key
towards organisational growth and as
such a lot of people have to deal with
vast amounts of information as a job
requisite. Survival can depends on
one’s ability to process lots of
information for personal and
professional growth.
Technology has made it easier for people to
handle this information boom, but there
are some skills needed in the handling
process, since information is generated
much faster than can be processed. In
the words of McGovern (2000): “We
will have these massive bandwidth
pipes, these super fast computers and
gigantic hard drives. And we will watch,
helplessly, as our lives are totally
flooded with information overload”.
McGovern goes on to point out that, “It’s not
more bandwidth we need. It’s not
faster computers. It’s not bigger hard
drives. It’s information literacy we
need. We need to create less
information of a higher quality. We
need to be able to manage information
much, much better - getting rid of the
junk and out of date stuff. We need
skills that help us search better, and be
able to judge better and faster the
quality of stuff we find” (McGovern,
2000).
There has been a growing demand for speed
of delivery in the business and
administration sector, to add on the
downsizing that is taking place.
Automation was seen as a way of
making work easier, but it has brought
about pressure as everything has to be
done faster. People feel the urge to
gather as much information as they
can, so as to keep up with the clients’
demands as well as to remain
competitive. A lot of paper and
electronic information is available
(Edmund and Morris, 2000). People feel
that they will miss out on some
important details, if they do not collect
everything (Denton, 2002). As Miller
(2004: 19) points out “I was supposed
to be leading one area about which I
knew very little. I felt overloaded a
Downside of Technology: Information overload
(Continued)
overwhelmed by the amount of
information out there - and my inability
to locate, evaluate, and integrate it
quickly enough. I needed to know
everything yesterday”.
Organisational impact of information
overload
Research conducted by Kock (2000: 256-
264) into the impact of information
overload on the wellbeing of the
employees made reference to the
following factors that could contribute
to workplace information overload:
◊ Task productivity
◊ Outcome quality
◊ Manufacturing
◊ Skills acquisition
◊ Information overload intensity
◊ Information overload impact
◊ Job deadline and time frames
It is argued that information overload has an
impact on task productivity and quality
outcome. The information overload and
impact is intensified by the complexity
of the work task. According to Kock
(2000: 256 – 264) the complexity of the
work task as well as deadlines are a
major cause of information overload
and not bulks of information. When
people are under time pressure,
information overload tends to reign,
depending on one’s ability and speed to
process it. He advocates that
information overload can be considered
to be a force behind building
specialised knowledge as well as skills
acquisition.
Without correct information literacy skills,
irrespective of time frames and
deadlines, people experience workplace
information overload. That is why
psychologist coined phrases like
“information fatigue syndrome” to
emphasise that information overload,
does indeed exist. People get admitted
to hospitals because of work stress
caused by information fatigue.
Organisations are confronted by infojunk
which in most cases has no importance
towards growth and development. The
impact of this infojunk is that it blots
out good quality knowledge and as
such knowledge becomes diffused and
can be lost.
Alleviating workplace information
overload
This emphasizes the importance of
information literacy. There are many
standards for information literacy that
could help to cope with information
overload. The American library
Association (ALA) sets forth the
following:
◊ Know
◊ Access
◊ Evaluate
◊ Use
◊ Ethical and legal implications
In considering the first literacy standard
(ALA), focus should be on the problem
at hand to find a solution. This will
minimize collecting unnecessary
information. The information need
spells out the type of information to be
used. This could refer to formal or
informal information, or the type of
sources to be used. The cost and
Downside of Technology: Information overload
(Continued)
benefit of the information should be
measurable.
Once the information need is established the
urge to collect as much information as
possible will be avoided. Only relevant
information will be collected.
The second standard involves determining
the most appropriate investigative
method for information retrieval. At this
point it is imperative that search
strategies are brought on board so as
to retrieve “only” relevant information
(ALA, 2000). Sparrow (1999: 145)
mentions that the more complex the
task, the more an untrained employee’s
searches relies on routine cues and that
has potential for disastrous decision or
action. It was once mentioned that
without using correct search strategies,
searching for information can be like
searching for a needle in a hay stack
which can result into information
overload symptom.
The third standard involves evaluating the
validity of the information before
incorporating it into the new
knowledge. The main ideas are
selected to construct new knowledge.
New information is added into the
knowledge base with added value,
contradictions as well as any new
characteristics (ALA, 2000). This simply
implies that the precision and focus are
achieved and a positive contribution to
the existing knowledge is more likely to
be attainable.
The forth standard relates to application of
information. Application basically is the
task of process handling and problem
solving. This will simply mean that a
solution to a problem at hand is found
without the threat of information
overload. Costs will be saved in terms
of time and other tasks will be handled.
The last standard involves legal implications
of information. In this information
economy, people have to guard against
intellectual property which should be
respected as it can land an organization
into litigation.
Borrowing from the knowledge management
discipline as stated in Sparrow (1999:
143), the following are regarded as
knowledge structure requirements:
◊ Attend to the most meaningful
events
◊ Encode and retrieve information
more effectively
◊ Produce better interpretations to
tasks
◊ Come up with more appropriate
and accurate interpretation
◊ Solve problems quickly.
Please contact the author for details about
the bibliography (jmolopya@cut.ac.za).
Casual Day 2008 without any casualties!
Labels: ACADEMIC DEVELOPMENT: CENTRAL UNIVERSITY OF TECHNOLOGY
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