Chapters in Books (UNL)

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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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    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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    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 seeking behaviour of law students at the University of Namibia
    (Tampere University Press, 2012) Syvälahti, Kati; Katjihingua, Mbenae
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    Information seeking behaviours of the faculty of Economics and Management Science, University of Namibia
    (Tampere University Press, 2012) Mabhiza, Chenjerai; Shatona, Menete; Hamutumwa, Nampa M.
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    Marketing the collection services in two different university libraries
    (University of Tampere, 2012) Nurminen, Hannele; Ashilungu, Maria
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    Obstacles to scholarly publishing by academic librarians
    (Tampere University Press, 2012) Lehto, Anne; Matangira, Violet; Shatona, Menete; Kahengua, Kavevangua
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    Research support services of University Libraries
    (Tampere University Press, 2012) Forsman, Maria; Ndinoshiho, Joseph Megameno; Poteri, Eija
    The purpose of this chapter is to discuss and compare research support services in the Helsinki University Library Tampere University Library in Finland and in the University of Namibia Library. One of the main tasks and functions of university libraries is to create good conditions for research and support researchers in their work. Traditionally libraries have supported researchers by buying books and journals for their use, offering access to the material and providing information services such as information retrieval and training in information literacy. Since 2000 the role of libraries has been changing due to many profound changes in information technology, universities, Internet, in the new working cultures of researchers and also global changes. In this chapter we describe the present research support services in our libraries and consider the future and the role of libraries in research communities. This topic is important because it provides library managers with useful insights to consider when planning information services for researchers.
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    Strategic competence management in University Libraries
    (Tampere University Press., 2012) Toivonen, Leena; Ndinoshiho, Joseph Megameno
    Universities around the world have recently undergone fundamental transformations largely due to changes in higher education, advances in information technology and new funding models. University libraries have not escaped the impact of these changes. The changes in academia and the information landscape have placed an increased demand upon library leaders to pay great attention to the management of competencies within their libraries. This is important, because information professionals of the 21st century are required to be multi-skilled if they are to survive in their dynamic operating environment. Apart from core competencies gained from library schools, today’s information professionals need to possess an array of skills, ranging from managerial, technological, research, communication, financial and interpersonal skills. These skills will enable information professionals to make meaningful contributions towards achieving the vision and mission of their parent institutions. Referring to modern librarians, Kwanya, Stilwell and Underwood argue that “they should understand the big picture and align the library to the parent organization’s vision and mission” (Kwanya & Stilwell & Underwood 2012, 10). It is therefore imperative for library managers to not only understand the concept of competence management but to also assimilate and apply it in the management of human resources. Competence management may be viewed as the method adopted by a particular organization to manage human resources competencies in an effective and efficient manner. Thus, competence management is an important strategy to ensure that the organization maintains a competent labour force in the right place at the right time.
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    University Libraries in the arena of scholarly communication
    (Tampere University Press, 2012) Forsman, Maria; Iivonen, Mirja; Namhila, Ellen N.
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    University Presses and University Libraries as publishers: New models and benefits
    (Tampere University Press, 2012) Sisättö, Outi; Mäki, Kati; Heikkilä, Tanja; Katjavivi, Jane
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    Usability of the Tampere University Library collection mapping method at University of Namibia Libraries
    (Tampere University Press, 2012) Hyödynmaa, Merja; Buchholz, Irmela M.
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    Use of electronic resources in searching for health information at Oshakati campus
    (Tampere University Press, 2012) Nakanduungile, Charlotte; Shilongo, Gregentia; Heino, Tiina