University of Namibia Library

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    Access and use of electronic resources by students at the selected campuses of the University of Namibia
    (University of Namibia, 2020) Shigwedha, Johannes N.
    Academic libraries are now using electronic resources to fulfil the information needs of their clients. The study was carried out at the University of Namibia and was aimed at investigating access and use of electronic resources by undergraduate students at the selected campuses of the University of Namibia. The investigation utilized the descriptive survey study design, which is quantitative in methodology. The target population was 1,460 undergraduate students enrolled at Neudamm, Khomasdal and José Eduardo dos Santos campuses were targeted for this investigation and, using stratified random sampling, a corresponding sample of 292 undergraduate students was obtained. The study utilized two questionnaires to collect data from undergraduate students and twelve library staff and data were analyzed by using SPSS software. The study established that UNAM libraries were signed up to an extensive variety of electronic resources and that students were commonly mindful of the presence of these electronic resources. However, students were not using electronic databases, e-books, and e-journals provided by the library, to their fullest potential. Additionally, the study settled that students preferred to use search engines, such as ‘Google search, over other licensed databases for various purpose, including current and general information, preparing for examination, writing assignments and projects. Furthermore, the study reported lack of searching skills among students and ineffective information literacy program. Limited space in the training venues, limited online library guides and inappropriate timing of the training impedes the effectiveness of training programs. The findings also reported that a lack of ICT infrastructure, such as the unavailability of web network connectivity, inadequate number of computers, and slow internet connectivity were the primary elements limiting students from accessing and adequately utilizing electronic resources. Lastly, the study infers that students showed a desire and readiness to access and utilize electronic resources for their course work and research purposes regardless of some recognized difficulties that hindered their effective usage of these resources. To encourage more noteworthy access to, and utilization of, electronic resources, various recommendations based on the findings were presented. These were that students should be assigned academic tasks that compel them to access and use licensed databases, that Internet bandwidth be increased to ensure high speeds, the number of networked computers in the libraries be increased, the plug in points in the libraries be expanded to allow students to plug in their own devices, training venues be expanded, online library guides be developed to guide all library users and structured information literacy programs be developed and integrated into the university curriculum.
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    Access to information for people with albinism: Issues, challenges and resolutions
    (2021) Ngula, Anna Kaukowe; Bitso, Connie
    Albinism is an inherited genetic condition that reduces the amount of melanin pigment formed in the skin, hair and eyes. The difference in appearance between pigmented people and those with albinism is often the object of inaccurate and harmful beliefs about the condition. These beliefs are fuelled by myths, lack of knowledge and understanding. In recent years, it has cost people with albinism (PWA) severely with the mutilation of their body parts and killings in some countries in Africa. PWA challenges include discrimination, stigmatisation, derogative naming, skin cancer, visual impairment, rejection, and social exclusion in fundamentals such as healthcare, education, and employment. Also, access to information remains a challenge to PWA due to poor eyesight and myths associated with the condition, making it difficult for society to openly discuss albinism issues and share information with those in need. The study explored PWA’s challenges, parents of children with albinism (CWA) and organisations that serve PWA in Khomas region Namibia when accessing information. The researchers adopted the interpretivism paradigm and employed a qualitative approach. Data was collected through individual face to face interviews with all the participants. Sixteen participants, both male and female, took part in the study. The fi ndings show that PWA encounter problems when accessing information. These include lack of awareness of information sources coupled with poor eyesight for PWA and reading of information in small fonts that are not provided in alternative formats. The immediate sustainable resolution is delivering inclusive information services that avail health information in multimedia formats to accommodate people with challenges such as visual impairments and other forms of impairments. Although far-fetched, a change in mind-set and negative attitude to PWA, especially in Africa, is critical.
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    Adopting Research Data Management (RDM) practices at the University of Namibia (UNAM): A view from researchers
    (University of Cape Town, 2019) Samupwa, Astridah Njala
    This study investigated the extent of Research Data Management (RDM) adoption at the University of Namibia (UNAM), viewing it from the researcher’s perspective. The objectives of the study were to investigate the extent to which RDM has been adopted as part of the research process at UNAM, to identify challenges encountered by researchers attempting to practice RDM and to provide solutions to some of the challenges identified. Rogers’ Diffusion of Innovation (DOI) theory was adopted for the study to place UNAM within an innovation-decision process stage. The study took a quantitative approach of which a survey was used. A stratified sample was drawn from a list of all 948 faculty members (the number of academics taken from the UNAM annual report of 2016). The Raosoft sample size calculator (Raosoft, 2004) states that 274 is the minimum recommended sample size necessary for a 5% margin of error and a 95% confidence level from a population of 948, and this was the intended sample size. A questionnaire administered via an online web-based software tool, SurveyMonkey, was used. A series of questions was asked to individuals to obtain statistically useful information on the topic under study. The paid version of SurveyMonkey was used for analysis while graphics and tables were created in Microsoft Excel. The results of the study showed that for the group that responded to the survey, the extent to which they have adopted RDM practices is still very low. Although individuals were found to be managing their research data, this was done out of their own free will; this is to say that there was no policy mandating and guiding their practices. The researcher placed most of the groups that responded to the survey at the first stage of the innovation-decision process, which is the information stage. However, librarians who responded to the survey were found to be more advanced as they were seen to be aware of and engaged in knowledge acquisition regarding RDM practices. Thus, the researcher placed them at the second stage in the innovation-decision process (Persuasion). Recommendations for the study are based on the analysed data. It is recommended, among others, that UNAM should give directives in the form of policies to enhance the adoption of RDM practices and this should be communicated to the entire UNAM community to create awareness regarding the concept of RDM.
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    Barrier on access to archives by people with disabilities and inclusive solutions: A review of literature
    (2021) Mosweu, Olefhile; Ngula, Anna Kaukowe
    Access to archives by members of the public is essential in promoting democracy, accountability, good governance and civic engagement. It is normally provided for by archival legislation. It is also vital in fostering an informed society. The International Council on Archives’ (ICA) Principles on Access to Archives further also nurtures access to archives by all, regardless of their physical health, race and religious affiliation, just to cite a few. However, literature has shown that people with disabilities (PWDs) are denied access to archives due to existing barriers. These include unfriendly building infrastructure and challenges related to physical disabilities, visual impairment, and hearing impairment or other physical coordination. This study is based on a review of literature, and it seeks to identify barriers on access to archives by PWDs and inclusive solutions geared towards facilitating access to archives. Qualitative in terms of the research approach, the study uses the ICA Principles on Access to Archives as a theoretical lens to identify barriers on access to archives by People with Disabilities ((PWDs) and to determine the inclusive solutions required to promote access to archives by PWDs.
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    Building an academic library collection in a developing country
    (2018) Pfohl, Irmela
    The University of Namibia was established in 1992 and started as a one-campus institution with fewer than 2,500 students to a university with twelve (12) campuses and nine (9) centers and more than 25,000 students. This study examines the profiles of the UNAM Library collections and the historical dynamics that have impacted it. New programs, schools, and campuses were introduced at a rapid pace and the library could only attempt to keep track with all new developments surrounding it. The role of collection assessment, collection development policy, and e-books were investigated within this scenario.
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    Collection development practices at institutions of higher learning in Namibia with special reference to electronic resources: The case of the University of Namibia library
    (2021) Ashilungu, Maria; Onyancha, Bosire
    Collection development is one of the critical activities of any library management process. The goal of collection development in university libraries is to effectively provide relevant and up to date information resources. The purpose of the study was to investigate the collection development practices at the University of Namibia (UNAM) library (and its constituent branches) with special reference to the electronic resources. The study population comprised of 291 teaching staff from all eight faculties of UNAM. A total number of 149 faculty members responded to the survey, which gave a response rate of 51.2%, while a total number of 16 library staff were interviewed. The study was largely quantitative, with qualitative data being collected to supplement the quantitative data. For quantitative data collection, the study used a self-administered questionnaire, while for qualitative data, the study used an interview schedule with library staff . The study found that not all faculty members were aware of the guidelines, procedures and policies on the collection development activities. Eighty-one percent (81%) of faculty members were aware of the importance of their role in selecting library materials. As a result, a high percentage of respondents (62.4%) have been involved in collection development activities with librarians. The main factors influencing collection development at UNAM, according to the faculty members, are: budget allocated for e-resources, communication between librarians and the faculty members, and procedures of placing orders for resources.
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    Collection development practices at institutions of higher learning in Namibia with special reference to electronic resources: The case of the University of Namibia library
    (2017) Ashilungu, Maria
    The purpose of this study is to investigate the collection development practices of electronic resources at the University of Namibia (UNAM) library and its constituent branches. Collection development is one of the critical activities of any library management process; therefore, the goal of collection development in university libraries is to effectively provide relevant and up-to-date information resources. The main aims of the study were: to explore the collection development procedures and policies for electronic resources at the UNAM library; to investigate the factors that influence the collection development of information resources; to assess the extent which teaching staff and subject librarians are involved in collection development at the UNAM library; to discover the barriers to effective collection development of electronic resources at the UNAM library; and to determine the influence of the UNAM library budget allocation on the collection development of electronic resources. The population of the study comprised of 291 teaching staff from all eight faculties of UNAM. A total of 149 faculty members responded to the survey, which gave a response rate of 51.2%, while a total number of 16 library staff were interviewed. The study employed a quantitative approach, and the qualitative approach was applied on the part of the library staff. For quantitative data collection, the study used a self-administered questionnaire, while for qualitative data, the study used an interview schedule with library staff. The data from the interviews were used to complement the data from the survey. Quantitative data were analysed using SPSS, while the qualitative data were analysed using thematic content analysis. The study revealed that not all faculty members are aware of the guideline, procedure, and policies on the collection development activities. Eighty one percent (81%) of the respondents are aware of the importance of their role in selecting library materials, 72% are aware of acquiring books, and 67% are aware of the budget allocated to their faculty. The majority totaling 94% of the faculty members are not aware of weeding or disposal of library books, followed by 83% who are not aware of collection evaluation, and 81% are not aware of the collection development policy in place at the UNAM library. From the data collected, the study found that a majority (67%) of faculty members are aware of ICTs used in collection development activities. Even though the majority of faculty members are aware of ICTs used in collection development activities, (45%) faculty members are not aware that ICTs can be used in collection development. The major challenge facing the UNAM library is the absence of the collection development policy, which makes it difficult for the teaching staff, students, and library staff to understand all the issues related to the collection development of electronic resources in the library. Another challenge is the inadequacy of funds to cater for the increasing costs of electronic resources in various subject fields
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    Constructivist assistive technology in a mathematics classroom for the deaf
    (ACM Digital Library, 2019-09) Abiatal, Loide J.;
    Within the context of almost nine million children with hearing disabilities in Sub-Saharan Africa, their education is an important topic. The problem was the lack of conclusive research about the effects of digital assistive technologies for educating deaf learners in Sub-Saharan African countries, such as Namibia. The question was could a digital assistive technology improve the mathematics achievement of deaf children? The research objective was to gather scientific evidence by conducting a quantitative experiment with constructivist digital assistive technology and qualitative interviews with the teachers involved. The findings from the experiment suggest that the constructivist digital assistive technology may have had a positive effect on the mathematics achievement of the learners, which was supported by the findings from the interviews. This makes an original contribution to the domain and offers an intervention that was feasible, practical and potentially effective for improving the teaching and learning of mathematics for deaf learners.
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    Content and use of colonial archives: An under-researched issue
    (Springer, 2014) Namhila, Ellen N.
    Namibians often find themselves in situations of litigation where they need person-related records to defend their rights and privileges. Such personrelated records include birth, adoption, marriage, or divorce or deceased estates. It has been observed that the institution where such records should be expected, the National Archives of Namibia often cannot retrieve person-related records of persons previously classified as non-whites under colonial and apartheid laws. Many native Namibians end up losing property or have problems claiming their constitutional rights due to lack of evidence. The purpose of this paper was to explore whether the existing archival literature can guide National Archives of new and emerging African nations on how to handle challenges brought about by gaps in inherited colonial archives. Using a literature survey to explore the state of what is written on the content and usage of colonial archives in post-colonial era, this article argues that the content and use of colonial archives in Africa do not feature prominently in the literature of archival science. Although there has been a rising interest on the subject during the last decade, none of this emerging literature has systematically studied archives in depth with a view on what these archives contain for the non-academic user, what they neglect and what they lack altogether in serving the needs of all citizens in post-colonial states. It recommends that archival scholars as well as archival institutions increase research into this neglected area. Raising awareness may produce academic discourse to help archivists in newly decolonised countries to competently support users whose inquiries currently cannot be answered by the inherited colonial archives collections.
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    Developing information literacy education for first-year students at two universities
    (Tampere University Press, 2012) Asplund, Janika; Mwiiyale, Jakobina M.; Karsten, Siegfriede; Tapio, Saija
    Information literacy (IL) is considered to be an important part of the skills acquired by university students during their studies, and university libraries have developed their instruction to help students achieve this. Tampere University (UTA) Library follows the national IL recommendation (See Recommendation for Universities) in its teaching. In the recent curricula change of the University the Teaching council stipulated IL as a compulsory subject for all students of UTA. All UTA students now have equal opportunities for IL education during different phases of their studies. This has entailed modifying an existing IL course into one more suitable for teaching larger numbers of students. Information specialists of the Library have also participated in university pedagogy training, which has served to strengthen the theoretical basis of their own work and also occasioned substantial changes in the course. The University of Namibia (UNAM) Library is in the process of developing and harmonizing their IL education. Since Finland is regarded as one of the leading countries in IL matters (UNESCO 2005, cited in Walton & Hepworth 2011), we wanted to share our experiences of developing IL education and thus contribute to the knowledge base of academic libraries, and more specifically to see if there was something useful to be learned from the experiences of UTA Library’s development of an IL course for first-year students. In this chapter we introduce the IL course for first-year students at UTA and the teamwork model we used to develop it. As a theoretical framework, we found it especially useful to apply the principles of constructive alignment in our pedagogical developments in IL education. We also discuss whether some of the content and teaching methods of this course could be applied to the present Namibian academic context.
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    Developing information literacy skills within a virtual reference system
    (2016) Mwiiyale, Jakobina M.
    Abstract: The purpose of this study was to instigate the development of information literacy skills within a Virtual Reference System at the University of Namibia (UNAM) Library. An empirical survey was carried out between February and March 2015 using a quantitative approach to investigate how the UNAM Library could improve undergraduate students’ information literacy training using Web 2.0 tools. The author’s insights and understanding of the phenomenon studied was guided by a positivism paradigm and educational learning theories. Data was collected using a close-ended questionnaire, administered to a sample of 352 undergraduate students registered for more than 12 months at all UNAM campuses. An IBM SPSS statistical data analysis version 22 was used to analyse the collected data. Findings showed that although enquiries related to circulation co-activities; access to lecture`s notes and course materials dominated Reference Desk. A total of 36.9% possessed “a fair to moderate” knowledge and skills in searching the library bibliographic system (OPAC) and e-resources databases particularly those at third and fourth year level of study. The study also showed that there is a greater usage of laptops and mobile phones to access internet-based information at the university. Findings revealed that instant interactive services such as WhatsApp, Facebook, Wikipedia and YouTube were the most used Web 2.0 tools by undergraduate students. The study therefore recommends that UNAM Library should integrate these Web 2.0 tools into the information literacy program to add value to undergraduate students’ academic knowledge acquisition and skills development processes. The study further recommends that future studies need to evaluate the usability and impact of the UNAM Library Website as well as Web 2.0 tools on students’ undergraduate academic performance.
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    Does quality assessment matter in an academic library?: A case study of the University of Namibia library
    (2021) Niskala, Ritva; Leonard, Anna
    Reliable tools for measuring service quality and demonstrating the impact of services are becoming more and more important in library sector development. Measuring quality is not only an administrative factor. In-depth quality assessment is also needed for a library to inclusively identify and respond to current and emerging needs of its stakeholders and various user groups. In this context, the paper analyses quality assessment methods used in the University of Namibia (UNAM) Library from 2012 – 2019 with the main focus on the international standardised customer satisfaction LibQUAL+ survey, carried out in 2012 and 2014. The paper provides an analytical assessment of the use of LibQUAL+ at UNAM library, describing challenges, benefits and outcomes of the use of the method. The authors conclude that LibQUAL+ proved to be a very informative tool providing critical information for strategic planning. The use of a scientifically developed standardised tool had the additional advantage that the institution’s management trusted the results. The paper further discusses the practical implications of how the results of LibQUAL+ informed strategic planning and improvement of services, presents an analysis of the reasons for discontinuation the use of LibQUAL+ instrument, and concludes with a brief description of complementary methods that can be used to assess aspects that customer satisfaction-based methods do not cover, namely external quality reviews and benchmarking. The purpose of the paper is to provide an analytical view of challenges and benefits of quality assessment processes in one academic library for the benefit of strategic planning processes in other libraries
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    Electronic resources use by distance learners at University of Namibia
    (2014) Hamutumwa, Nampa M.
    Universities are embracing technology and moving towards electronic resources information to facilitate research and learning. This has led to the belief that a significant number of resources used by library users in academic libraries lie in the virtual environment. Consequently, library users are required to acquire sufficient information, and information and communications technology (ICT) skills and competencies. Driven by the need to clarify the use and non-use of electronic resources by library users, the main objective of this this study was to investigate the use of electronic resources by distance learners at University of Namibia. The study therefore addressed the following research questions: What are the attitudes and perceptions of distance learners towards electronic resources? What electronic resources are available to distance learners at UNAM? What is the level of awareness of the learners about electronic resources available in the UNAM Library? What ICT competencies do distance learners have to effectively use electronic resources? What is the level of use of electronic resources by distance learners? What factors hinder the use of electronic resources by distance learners? And, what recommendations are needed to improve the use of electronic resources by distance learners? 1l1e study was w1derpinned by the post-positivist paradigm and used both qualitative and quantitative approaches. To determine attitudes, beliefs and behaviour of distance learners towards electronic resources, the study 1nade use of the survey research design methodology. The population of the study comprised of distance learners, CES lecturers, centre coordinators, and UNAM Library staff. Data presentation laid out in this study was obtained through the use of survey questionnaires, interviews and observations. ln assembling the data for analyses, the study utilised MS Excel and the Statistical Package for Social Sciences (SPSS) to generate frequency counts, percentage and descriptive statistics for the quantitative data gathered, and employed the use of ATLAS .tiTM software and content analysis to analyse qualitative data. For reliability and validity, data collection instruments in this study were peer reviewed, pre-tested and triangulated. For the purposes of ethical considerations in research of this kind, the University of KwaZulu-Natal research ethics protocol were adhered to, and permission also sought from the University of Nam1bia to carry out the study in its distance leaning centres and University Library. The findings arrived at in this study revealed that distance leaners were positive about electronic resources due to prior experience, high self-efficacy and the various benefits derived by using them. However, they did not make use of e-resources subscribed to due to high cost, poor internet connectivity, electricity outages, lack of sufficient computers, and low levels of computer skills. As such, they preferred print resources. The results also indicated a very low level of awareness among distance learners about the electronic resources available in the library. It further showed that most learners lacked computer skills, searching skills, and sufficient training in the use of ICT and electronic resources. Moreover, many distance learners were self taught or assisted by their peers in the use of electronic resources. Distance learners who used electronic resources acknowledged that it facilitated and assisted them to complete the tasks of writing assignments, research papers and research projects. The learners also characterised factors that inhibited them from effectively using electronic resources such as bandwidth bottlenecks, travelling long distances to the library, lack of skills, cost of accessing the internet and lack of awareness about the availability of electronic resources. Drawing from the research finding and results, the study construed that perceived usefulness,self-efficacy; subjective norms and facilitating conditions affect behavioural intentions of distance learners to use electronic resources . Moreover, these constructs are the most influential in determining the use of electronic resources. Given this, the study also arrived at the conclusion that the inadequacy of ICT infrastructures and facilities, the Jack of awareness, and the Jack of ICT skills and competencies, are all contributors to the learners ' negative attitude towards the use of electronic resources, therefore, the reason why they preferred print resources. Against the backdrop of the study's conclusion, the researcher proffered key recommendations to improve policy, practice, skills and infrastructural development. These recommendations include the need for learning centres to be equipped with adequate ICT facilities and internet connectivity to meet the learners ' inforn1ation needs, especially with regard to accessing e-resources. The study further recommended that learners be equipped with relevant skills and competencies to make use of electronic resources, the implementation of an electronic resources collection development policy, and the improvement of the ICT infrastructure. Based on the research findings of this study, further suggestions were advanced for research to be conducted in the areas of technology adoption by full time students at UNAM, the impact of access to e-resources and academic achievements, and e-resources use patterns among different genders, information seeking behaviour of distance learners with regard to electronic resources among others. Likewise, the study proposed the need for additional researches that would mostly use qualitative approaches to gain comprehensive and in-depth understanding of the use of electronic resources by distance students. From the general findings arrived at in the study, valuable contributions that could enable the UNAM Library to re-focus its services to better suit the needs of the distance learners have been identified. In adopting the contributions and recommendations made in this study, UNAM Library will gain an in depth understanding on those important factors that are needed to promote the use of electronic resources by distance learners in a developing country context such as Namibia. In this light, UNAM library can therefore make wise investment decisions in e-resources to derive maximum value for its users.
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    Empowering people: Collaboration between Finnish and Namibian university Libraries
    (Tanpere University Press, 2012) Iivonen, Mirja; Helminen, Päivi; Ndinoshiho, Joseph Megameno; Sisättö, Outi
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    Evidence-based librarianship as a method
    (Tampere University Press, 2012) Iivonen, Mirja; Namhila, Ellen N.
    University libraries are challenged to demonstrate the impact of their services and collections on the scientific communities they serve. They are expected to improve their performance despite limited budgets and uncertainty. For this purpose they need methods. We argue that evidence-based librarianship (EBL) can offer simultaneously both a practical and a research-based approach to the development of library practice and services. EBL is a process where the best available evidence is combined with the insights derived from working experience, moderated by user needs and preferences, and integrated into decision-making. (Booth 2006b; Eldredge 2006.) The concept of EBL was first introduced in 1997 by Jonathan Eldredge. The roots of evidence-based practice are in medical science. The term ”evidence-based medicine” was used for the first time in 1991. (Bailey & McKibbon 2006.) As early as in 2000 Eldredge demonstrated how the characteristics of both evidence-based medicine (EBM) and evidence-based health care (EBHC) can be adapted to health science libraries (Eldredge 2000). Nowadays EBL has spread to all library sectors. The first Evidence Based Library and Information Practice Conference was organized in Sheffield, United Kingdom in 2001. Thereafter EBL conferences have taken place every second year, the most recent in 2011 in Salford, Greater Manchester United Kingdom (see http://www.eblip6. salford.ac.uk/). The journal Evidence Based Library and Information Practice (http://ejournals.library.ualberta.ca/index.php/EBLIP/index) has been published since 2006 and has included articles from all library sectors including university, public, school and special libraries. As Ryan (2012, 5) states: “EBLIP is one area where librarians from every sector can work together, sharing a common interest in evidence based professional practice.” Although EBL as a concept is quite new, university libraries have based their activities on very similar methods for years and have also compiled research-based evidence to support their decision-making. However, they have not communicated and shared this endeavour very well. Probably this inability to communicate has led to the misunderstanding and suspicions that libraries do not use researchbased evidence in their decision-making. For example, Neal (2006, 1) argues: “It is imperative that academic librarians and higher education libraries develop and carry out systematic research and development program.” He continues: “Other organizations in the not-for-profit sector, including libraries have not advanced an R&D capacity or commitment. This needs to change.” Of course there are various barriers facing EBL in everyday life in the libraries but there are also various means to overcome them (Booth 2011). In this chapter we use four case studies to demonstrate how university libraries in two quite different countries have compiled and used solid evidence to support their decision-making. Two case studies (1 and 3) from Finland were designed and carried out as EBL case studies. Two others (2 and 4) are everyday life examples from Namibia. Although these cases were not started as EBL processes, they can also show how reliable and valid evidence was needed and used in the decision-making in the library. In addition, they can also be analysed and described by following EBL principles.
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    Improving human resource capacity: International partnership of University Libraries
    (Tampere University Press, 2012) Namhila, Ellen N.; Sinikara, Kaisa; Iivonen, Mirja
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    Inclusiveness of academic libraries: The case of assistive and adaptive technologies
    (2021) Kiana, Lucy; Ujakpa, Martin Mabeifam; Leonard, Anna
    This study assessed the state of inclusiveness of academic libraries in Namibia and Ghana by examining the adoption of assistive and adaptive technologies in their spaces and services to cater for users with disabilities. Applying a quantitative design approach, data were collected though face to face interviews from a sample of 12 library staff , 7 lecturers and 9 disabled students. The study found that the state of adoption of assistive and adaptive technologies is poor. Very minimum assistive and adaptive technologies are available in the libraries. Several reasons accounted for the minimum ATs in libraries but most prominent among them is lack of knowledge on ATs. As a result of this, library inclusion in terms of ATs ranged from very poor to fair. Lack of policy and financial constraints were cited as barriers for creating inclusive libraries. The study recommends the formulation and implementation of policies governing libraries to make them more inclusive; provision of adequate funds to academic libraries to enable them to incorporate assistive and adaptive technologies in their spaces and services. This study used a few university libraries from Namibia and Ghana and hence generalizing the result should be done with caution. Future studies should include more libraries including national and community libraries. This study has made a significant contribution in the understanding of the adoption of assistive technologies by academic libraries in providing spaces and services to users with disabilities. The findings and recommendations could also benefit similar academic libraries and further research in developing countries.
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    Information literacy models in action: Mission immense
    (Tampere University Press, 2012) Helminen, Päivi; Katjihingua, Mbenae
    As information literacy (IL) is a process for fostering independent learning, it lays solid foundations for the goals of the higher education institutions. This paper describes the information literacy learning models of two universities: the University of Helsinki, Finland (HU) and the University of Namibia (UNAM). The paper starts by briefly presenting the information literacy models commonly applied in the higher education institutions and which we consider the most relevant in this context. In the main part of the article we introduce the University of Helsinki “Pick’n Learn” Information Literacy Learning Menu and the University of Namibia Information Literacy work. The paper discusses how the particular models or policies were developed in the two universities and what kind of challenges were encountered in the practical work. The paper concludes with a discussion of how the practical models chosen in HU and UNAM relate to the existing information literacy definitions.
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    The information needs and seeking behaviour of orphans and vulnerable children and their caregivers, and the role of service providers in Namibia
    (University of Zululand, 2013) Mnubi–Mchombu, Chiku
    The purpose of this study was to investigate the information needs and seeking behaviour of orphans and vulnerable children (OVC) and caregivers, and to examine the role of service providers in disseminating information to OVC and caregivers in Namibia. Although several studies focusing on different aspects of the OVC situation have been done, the researcher could not identify any study that focused on the information needs and seeking behaviour of OVC and their caregivers in Namibia and how the two groups satisfy their information needs at present. In order to obtain data from the respondents, the study adopted qualitative and quantitative research methods for data collection. A questionnaire was mailed to the sampled service providers, while interviews were conducted with OVC and caregivers. Focus group discussions were also held with caregivers and key informants in order to explore the general attitudes, feelings, beliefs, experiences and reactions of the research population with respect to information needs and seeking behaviours. The study took place in the rural community of Ohangwena and the urban setting of Khomas. A total of 566 OVC, 70 caregivers, and 18 services providers from both regions took part in the study. A total of eleven focus group discussions took place; eight focus group discussions were held in Ohangwena, while three were in the Khomas region. Both rural and urban OVC indicated that they needed information in order to access financial vii assistance/grants, child care/support, feeding schemes, and health services. The most important information required, according to the OVC from Ohangwena, was information on school development fund exemption, financial assistance or grants, health services, child care/support and training opportunities. The OVC from Khomas had similar priorities with the exception of training opportunities, which was replaced with counselling. Both rural and urban OVC consulted relatives, teachers, and friends to satisfy their information needs, indicating that people were their most important source of information. The findings from focus group discussions (FGDs) with caregivers and key informants indicated that there are disparities between rural and urban areas in terms of information access and use based on literacy and education. For example, the rural dwellers cited their need for information on educational support, psychological and counselling services, child care/support, and job opportunities. In the urban setting of Khomas, educational support and the establishment of small businesses featured as prominent needs. The FGDs revealed that the radio, traditional leaders, regional councillors, friends and relatives were the most important sources and channels of information in Ohangwena, while in Khomas, friends and relatives, community leaders, and regional councillors were the most popular channels. Social workers and the television were also popular channels in Khomas. The findings of the study indicate that service providers provide a range of services to OVC and caregivers in both rural and urban areas. In the rural areas, the majority of the supporting organisations had health-related programmes focusing on feeding schemes and nutrition, and HIV/AIDS awareness. In urban areas, service providers provided psychosocial support, counselling, and resilience services. The findings reveal that the majority of the service providers used community meetings and public forums to communicate their own information and to create awareness of their services in both regions. The channels that were most frequently used in Ohangwena were community meetings and open forums, while the use of volunteers featured prominently in Khomas. The OVC and caregivers encountered various problems in accessing information, including: long distance to access information and services; language barrier for printed materials; shortage of service providers in rural areas; lack of coordination of service providers; and viii bureaucratic red tape from government departments. Major recommendations stemming from the study include: the need for service providers to provide clear information on how to access the different services that target OVC and caregivers; service providers should collaborate and use mass media channels to disseminate information; the need for a “one stop shop” where all information related to OVC services would be made available; and the need to provide information in local languages. The study concluded that information provision is a crucial resource for OVC and caregivers because it helps them identify and take advantage of available services. Conversely, lack of information leads to the lower utilization of available services and increased poverty and disempowerment. Several recommendations are made on how to improve the flow of information to OVC and caregivers to help them easily locate and use facilities and services that have been set up for them either by the government, or by non-governmental organisations and other service providers. The study also proposes a model to improve the provision of information to OVC and caregivers in the two regions.