UKZN Libraries: Bridging the Digital Divide

                         

                                  Mfezi Mjwara                     Goitsemang Ncongwane                Sushiela Naidoo

COVID-19 brought more of our lives online and increased the way we connect through technology. For many at UKZN, this offered new benefits such as the ability to work or study from home and more flexibly in learning and working. with the mode of study/work moving to the online platform. However, for many this reality reinforced the digital divide.

The digital divide is essentially defined as “the gap between those with internet access and those without.” With the pandemic creating more of a reliance on our devices and the ability to perform daily functions using technology, those who do not have access are left struggling. The digital divide typically impacts rural communities and low-income households the most. This is no big surprise, considering income is the largest determinant of whether or not a person has internet access alongside the lack of technological infrastructure in rural areas.

The way the pandemic has impacted our world provided an opportunity for the UKZN Library Services to make a real impact in supporting the University community in more innovative ways, when they needed it the most.

This challenge formed a springboard for UKZN Library Services and librarians to create more technology equity [Rev1] and bridge the digital divide in accessing online resources. This meant that every student would have equal access to digital technologies and internet access. UKZN assisted by providing laptops and data to all students.

Librarians at UKZN responded with a number of interventions like the provision of online information service delivery and online training. These included the easy and efficient access to online journals, e-books, course reserve material and theses which were facilitated through online Library training. With these interventions, the library encouraged and continues to encourage, students from undergraduate to postgraduate levels of study to attend in order for them to achieve success in their academic journey. The online services enable local students to reach resources and attend training from their homes and further afield, students from other countries like Namibia, Tanzania, Nigeria etc.  Students from all backgrounds are provided with the fundamental skills so that there is a smooth and efficient transition to online learning at UKZN.

The library webpage can be accessed at https://library.ukzn.ac.za/# . All training materials and recordings can be accessed from UKZN Online Training 2023. The Libguides https://libguides.ukzn.ac.za/c.php?g=1043478&p=9216095 provide fundamental information to assist with academic learning. The table below provides a list of some of the training that was/is conducted via Zoom, presented by librarians, academics and vendors, at regular intervals throughout the year. These training sessions are also offered in a classroom setting that is face to face.[Rev2] 

v    iCatalogue	v    eBooks collection	v    EBSCOhost
v    Google scholar	v    My Library Account	v    Referencing
v    Inter Library Loans	v    JSTOR	v    Literature Review
v    Literature reviews	v    NVivo	v    ProQuest
v    Search Strategies	v    Scoping reviews	v    Science Direct
v    Sabinet online	v    SPSS	v    Open Access v    Publishing platforms
vUKZN Software tutorials	v    Web of Science	v    CAES: Engineering village

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How do these programmes benefit students at UKZN?

v  Helps low performing students catch up with their better performing classmates.

v  Enhances the students’ critical thinking.

v  Improves the ability of students to understand and evaluate computerised materials.

v  Makes it easy for students to adapt to university expectations.

v  Supports educationally disadvantaged students who are under-prepared despite meeting minimum admission criteria.

v  Helps students become independent learners in their own spaces and time.

Conclusion

Educational background has a great influence on the performance of students when they enter university especially during their first-year level of their studies. Many of the high/secondary schools in South Africa lack exposure to scholarly information and online scholarly information resources, good training and standard libraries to prepare learners for the university experience. This makes it very difficult for students to cope with the demands of university level studies. UKZN Library Services play a pivotal role in making sure that university entrants settle in and meet academic expectations. In other words, the performance of these students is bound to be improved if they attend library training and academic literacy programmes offered by the institution. 

 

 

 

References

 Chalita, S & Erik, B. (2011, September 18-21) Understanding the digital divide: A literature survey

and ways forward [Conference Paper]. 22nd European Regional Conference of the International Telecommunications Society (ITS): "Innovative ICT Applications - Emerging Regulatory, Economic and Policy Issues. Budapest, Hungary https://www.econstor.eu/bitstream/10419/52191/1/672623358.pdf[Rev1] 

 

Conley, D. T. (2007). The Challenge of College Readiness. Educational leadership, 64(7), 23 -29. http://www.ascd.org/ASCD/pdf/journals/ed_lead/el200704_conley.pdf

 

Hilbert, M. (2015) Digital divide(s). ResearchGate, 1-7. https://www.researchgate.net/publication/319588474_Digital_Divides

 

Van Dijk, J. A. (2012). The Digital Divide turns to Inequality of Skills and Usage. The Evolution of the Digital Divide, 57 – 75. https://www.utwente.nl/en/bms/vandijk/news/The%20Evolution%20of%20the%20Digital%20Divide/Evolution%20of%20the%20Digital%20Divide%20Digital%20Enlightment%20Yearbook%202012.pdf

 

 

 

# UKZN Library Student Assistants #

by Sushiela Naidoo

For many years academic libraries have employed hundreds of students to maintain crucial functions in the Library. Student employees, also recognized as student workers and student assistants, have played a pivotal role in the library environment and they occupy a large portion of the library staff complement. Over the years, UKZN library personnel have realised that without student assistants/ workers, the libraries would not be able to provide essential services to the university community. The UKZN library is one of the largest employers of students in the university. Each year a percentage of the library budget is allocated for the employment of student assistants.

The Library recruits student workers and equips them with the necessary skills to perform responsibilities that are vital for the functioning of libraries in the absence of permanent library staff. Without the student assistants, the library could not remain open 24 hours during the academic terms of the university; costs for staffing the circulation desk would increase, and assistance to students after hours would not be possible.

Around the middle of October each year, the various UKZN libraries advertise the positions of student library assistants for each of the five campuses. Statistics have indicated that an overwhelming number of students respond to the advertisement. The number of student assistants employed by the library in 2020 across the five campuses is just below 200. Students are employed to ensure that the libraries offer a service to the university community on weekdays from 16h00-08:00 and on the weekends and public holidays from 08:00.  A 24/7 library service is only possible with our student assistants helping to keep our libraries operational.  

Over the years it has been found that student assistants are drawn to library jobs and stay for a variety of reasons. Some mentioned the atmosphere and the working environment, others enjoyed helping patrons, and others mentioned they were encouraged by a friend or relative, and for many financial assistance.

From the library’s perspective, students gain practical work experience, as well as team building, organizing, and supervisory skills. In addition to meeting the library’s needs, student employment in the library also impacts students who are financially disadvantaged to continue with their academic studies at the university. As a result, students are instilled with positive social integration and persistence [RK1] [SN2] at the university. Students who are faced with financial challenges in particular are given an opportunity to work at the library. Students are able to use the revenue generated from working at the library to assist with their meals, photocopying and purchasing of resources to ensure that their academic needs are met.  

Students who have worked at the library have always expressed their gratitude in terms of the income received from the Library. One of the previous students employed by the library indicated that “the income she earned from working at the library did not only help to pay for the completion of her academic studies but she was able to purchase a door for her home to protect her family”.

1Edgewood student assistants with Shirley Pillay, Colin Chetty, Mukesh Kemrajh, Sithembile Ngobese & Zanele Mthembu

The UKZN Library staff are always proud to be part of the student assistant’s journey at the university. One of the student assistants who worked at the library during the completion of his Master’s in Education degree has always expressed his appreciation for the opportunity to work at the library. He has said that working at the library had given him an opportunity to develop his confidence and helped him persevere with his academic studies.

Mr Clinton Chidiebere Anyanwu has completed his doctorate and he is currently employed by the Edgewood campus as an academic.  On behalf of the library staff, we would like to congratulate Mr Clinton Chidiebere Anyanwu on his achievement. The UKZN library staff extends its appreciation to all past, present and future student assistants and thanks them for their contribution in helping to assist the university community.

References

Benjamina, M. & McDevitt, T. 2018. The benefits and challenges of working in an academic library: a study of student library assistant experience. The Journal of Academic Librarianship, 44(Issue 2,), 256-262.

Fuller, F. Jay. 1990. Evaluating student assistants as library employees. College & Research Libraries News, 51(1) 11-14.

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Be considerate, Everyone wants a quiet place to study!

By Susheila Naidoo and Eric Mchunu

Noise in the UKZN libraries is a constant source of concern for library staff and students. Literature suggests that students are more likely to follow quiet policies when there is an authority figure or a monitoring presence in the library (Bedwell and Banks, 2013; Bird and Puglisi, 1984). It has been said that the monitoring figure need not necessarily be a staff member. In their article on library design, Foster and Gibbons (2007) found that students “taught” each other the sometimes implicit rules about the spaces they were in “through an occasional verbal warning” or “gave them ‘the stare’ or glare that communicates‘ be quiet!’. However, given budgetary concerns and current staffing levels which do not allow for a dedicated monitoring presence, we believe that we all can assist with the noise debacle at the UKZN libraries.

Handy tips when faced with disturbance in the library:

• Drop a subtle, audible hint about being quiet. Instead of raising your voice at the person or group that is loud, make a gesture that will help them get the point that what they are doing is not appreciated. If people are constantly chatting while you are looking for a book, try clearing your throat or coughing softly.
• Try not to ‘shush’ noisy people loudly in a way that would seem condescending. This might
  
  make them want to continue being loud because you tried to embarrass them.
•   Ask students to be quiet. If someone is truly disturbing you with their noise just go up to them and kindly, in a calm voice, ask them to lower their voice. Sometimes just bringing it to their attention that they are being disruptive is all it will take to make them change their behaviour.

  

Try using one of these examples:

“I’m sorry to trouble you, but would you mind keeping it down a bit?”
“Hi. I hate to be that person that complains, but I have a big test tomorrow that I’m trying to study for and I’d really appreciate it if you could tone it down a bit. Thanks!”
“Would you mind moving to a different location? This is a quiet workspace. Thank you!”

•  Use nonverbal methods to get people to keep their voices down. Most people understand that libraries are meant to be quiet places. A meaningful glance in their direction should give them a hint that a lack of silence is not appreciated in such an environment.
•  Don’t glare at them or make a mean face. This will only make the situation worse
• Getting help: call on library staff for help with the noise. UKZN Library staff will be more than happy to assist you in these areas.

Some suggestions to counteract the noise.

•  If you have noise-blocking headphones, do not be afraid to use them. An mp3 player could also be helpful, but keep the sound down so you do not accidentally ruin someone else's time at the library. Make sure you keep the volume to a very low level.
• Utilize a private study space. UKZN libraries have group study rooms you can reserve for discussion and study carrels for private study. If the main part of the library is too noisy, try using one of these rooms so that you can have your discussions and have a quiet space to study.
•  Avoiding a scene in the library. Try not to be rude when you ask someone to be quiet. While it can be very tempting at moments, remember that rudeness will not help to get anything done and will only create conflict. Remember the person you're trying to calm down will probably react to the perceived mistreatment by mistreating you, things will probably only get louder.
• Move to a quieter location. If someone is being disruptive, try moving locations. If you pack up your things and move further away from them, they may notice and start being more quiet. Either way, you will be further away from the noise and able to concentrate better.
• In conclusion, we need to consider that when the UKZN libraries were built more than 40 years
  
  ago noise issues were not a problem, and the enrollment size was not large enough to contribute   to high levels of noise. We believe that all of us can be instrumental in making the UKZN libraries a conducive place to study.  

References

Foster, N.F. & Gibbons, S. eds. 2007. Studying Students: The Undergraduate Research Project at the University of Rochester Chicago: ALA.

Bedwell, L. & Banks, C. 2013. Seeing through the eyes of students: Participant observation in an academic library. Partnership: The Canadian Journal of Library and Information Practice and Research, 8, 1.

Bird, C.P. and Puglisi, D.D. 1984. Noise reduction in an undergraduate library. Journal of Academic Librarianship 10(5), 272-277.
Lange, J., Miller-Nesbitt, A. & Severson, S. 2016. Reducing noise in the academic library: the effectiveness of installing noise meters. Library Hi Tech, 34, 45-

Embedded librarianship: A New Challenge for Subject Librarians?

by Sushiela Naidoo


Subject Librarians are now in the forefront of research as Universities in South Africa and the international sphere focus on the research output of institutions of higher learning. The grading of Universities such as the Shangai academic ranking of universities has given many universities the impetus to be acknowledged in the top universities in the world. Librarians, especially subject librarians are now being called upon to realign their portfolios in order to help increase the research output. Hence, as librarians seek to redefine themselves, the model of embedded librarianship is generating interest as an effective means of applying the knowledge and skills of subject librarians towards the information challenges of the digital age. This increases the prominence of a librarian within the context of the academic process has the effect of adapting the role of the subject librarian to include educator. The subject librarian would then be listed on syllabi and introduced to classes as a co-instructor, forcing students to recognise that the research components of the course are as important as the composition. Having the librarian serve as an evaluator of a student's performance, and perhaps even assign a grade to at least a portion of a student's work, sends a powerful message to undergraduates that the librarian is a significant player in their educational experience.

What is an embedded librarian?

Embedded librarianship takes a librarian out of the context of the traditional library and places him or her in an “on-site” setting or situation that enables close coordination and collaboration with researchers or teaching faculty. The concept behind the embedded librarianship model is to enable librarians to demonstrate their expertise as information specialists and to apply this expertise in ways that will have a direct impact on the research and teaching visions of the university. With embedded librarianship, librarians move from a supporting role into partnerships with their clientele, enabling librarians to develop stronger connections and relationships with those they serve.

If librarians truly wish to be where the user is and to be user-centric, they need to be present in those spaces that users are. Embedded librarianship is a major focus for the future for the profession. The physical library will continue to provide  a place for research, for study, and for group work. But, with the dramatic increase in electronic resources and technological capabilities, bringing the library and the librarian to the user, wherever they are—office, laboratory, home, or even on their mobile device—is at the forefront of what it means to be embedded. 

The new role of the embedded librarian

Subject librarians are challenged as to whether they can align themselves to the new portfolio of becoming embedded librarians. The new role redefines the workflows of these librarians. Being a team player; securing support from your organization and colleagues; having an entrepreneurial mindset; accepting risk; translating library science to other disciplines; building trusted relationships; moving out of comfort zones are new concepts for the embedded librarian to embrace in the future.

The embedded librarian and library management

Embedding a librarian into any course can provide logistical problems and library management would have to give careful consideration to the concept. The added responsibilities can become burdensome if adequate time is not allocated by the librarian for the teaching tasks that go beyond classroom instruction. Participating in more individual student conferences and marking assignments are time consuming activities that are necessary for an effective collaboration to occur. However,  it is vital for librarians to schedule time so that proper attention can be given to these course requirements. Reducing the number of hours assigned to reference desk coverage or other scheduled duties should be considered prior to starting an embedded collaboration.  According to Shumaker and Tyler (2007) managers would also have to consider the following factors:

 Location: Where is your office? With other librarians or with your users?

Funding: Who pays your salary and other costs? Do they come out of a general purpose library budget or from a budget that pays for other expenses of your user group?

Management and supervision: Who writes your performance review? If you left the organization, who would interview and hire your replacement?

Participation: Do you go to meetings of your customer group? Meetings of library staff?

While any change in schedule or duties will have an impact on other members of the library staff, the benefits of an intensive collaboration to the students, the library, and the campus will need to be weighed against these stresses.

Embedded librarians in research

The need for UKZN Library to apply the embedded librarian model in working directly with the faculty they serve as collaborators on research projects or as an integral part of a research team will create a major impact in taking research to a new level. As an embedded librarian in the research context, a librarian works with researchers more “upstream” in the research process rather than just with the products produced at the end of the research lifecycle: books and journal articles. The nature of these partnerships will be different according to the type of research being done and the needs of the researchers, but they will generally involve the application of the practices and principles of library science directly to the research being done. Regardless of the nature of the embedded librarian model employed and the type of research activities librarians seek to engage in, becoming an embedded librarian can be a challenging prospect.

Conclusion

UKZN Library is well positioned to adapt to the changes at the University, and the need for UKZN to attain international recognition as a research university. Subject Librarians in the role of embedded librarians are challenged to demonstrate their commitment to the mission of the University of KwaZulu-Natal. The embedded librarian model may offer the potential for subject librarians to apply their knowledge and expertise in new ways. The new field of embedded librarianship in the research context is still an emerging model, the pathways to engagement and the criteria for success are not yet fully defined, though efforts are being made to do so. The barriers may seem daunting, but surmounting the challenges of becoming embedded can be extremely beneficial to the skills of librarians, as well as leading to a circle of fulfillment between librarians, research personnel, and upper management. Embedded librarianship at UKZN will create an exciting way to unearth the potential that these subject librarians have and mobilise them to go beyond the traditional functions of the library, and highlight why librarians are needed now more than ever.

References and important links

1. Academic ranking of universities.  http://www.shanghairanking.com/ARWU20.  Accessed 01/12/11

2. Bartnik, L. 2007. The embedded academic librarian: The subject specialist moves into the discipline college. Kentucky Libraries, 71(3): 4–9.

3. Bell, S., Foster, N. F. and Gibbons, S. 2005. Reference librarians and the success of institutional repositories. Reference Services Review, 33(3): 283–290.

4. Benedetti, S., Cody, S. A. and Hanerfeld, A. 2007. Integrating a digital library and a traditional library: Librarians and scientists collaborating for sustainability. Technical Services Quarterly, 24(3): 15–27. [Taylor & Francis Online]

5. Brandt, D. S. 2007. Librarians as partners in e-research. College & Research Libraries News, 68(6): 365–396.

6. Matthew, V. and Schroeder, A. 2006. The embedded librarian program. Educause Quarterly, 29(4): 61–65.

7. Ramsay, K. M. and Kinnie, J. 2006. The embedded librarian. Library Journal, 131(6): 34–35. [Web of Science ®]

8. Shumaker, D. and Tyler, L. June 2007. “Embedded library services: An initial inquiry into practices for their development, management, and delivery”. In Special Libraries Association Annual Conference June, Denver, CO . http://www.sla.org/pdfs/sla2007/ShumakerEmbeddedLibSvcs.pdf

9. Stewart, V. D. 2007. Embedded in the blackboard jungle: The embedded librarian program at Pulaski Technical College. Arkansas Libraries, 64(3): 29–32.