Rexwhite T. Enakrire University of Zululand, Kwadlangezwa, S.A

Transcription

1 Knowledge and Skills as Determinants in the Use of ICTs among Librarians for Support of Knowledge Management at the University of KwaZulu Natal and University of Ibadan Rexwhite T. Enakrire University of Zululand, Kwadlangezwa, S.A

2 Presentation outline Introduction and conceptual background Problems and purpose of the study Theoretical background Methodology Research results Conclusion and recommendations

3 Introduction and conceptual background Studies of Confucius, (500 BC); Streep, (1995); Aristotle, (300 BC); Auden,(1970); Pears, (1971); Polanyi, (1974); Russell, (1948); Miller, 1978); Ayer, (1958); and Quine, (1987) among others... Knowledge is a concept like gravity which cannot be seen with the naked eye, but one can observe its effect. It is an invisible entity, though it has the capacity to act (Hunt 2003:100). It remains hidden power except the person who has it uses the knowledge to do something like perform some task, understand situation or make decision.

4 Conti... Knowledge is power fluids of experiences knowledge is light Knowledge is described as a fluid combination of actual experiences, values, and practical information (Dastgerdi, 2009). Several types of knowledge has evolved dependent on context and purpose: intuitive, logic, empirical, systemic, situated, authoritative, empirical, procedural but for the purpose of this paper, we would consider tacit and explicit knowledge. Tacit knowledge are those knowledge hidden on individual mind through insight and experiences while explicit are those found in books or documents (eg Polanyi 1966, 1969; Nonaka and Tekauchi, 1995; escc, 2004:47) KM is the management of both tacit and explicit knowledge. Through personal interaction, individual knowledge is amplified and leads for the development of new knowledge.

5 Representation of skills Skills are seen as capabilities in physical and psychological attributes of an individual, by content and context, acquired and mastered through activity related approaches of professional and non-professional training (Petersen, et al. (2005); OECD, (2004); IFIP; OECD; WITSA, (2002); ICT skills monitoring group (2002); Empirica (2002); Schaub and Zehnke, 2000); Dixon, (2002); Behringer, and Coles, (2003); and Castelli, (2004). Skills are categorised into three forms: transferable/functional; personal traits/attitudes and knowledge based.

6 Representation of ICTs ICTs are diverse set of technological tools and resources (combination of computer and telecommunication techniques) used to acquire, create, store, disseminate, communicate, and manage information and knowledge in the context of possible new systems and products that help people at work, in education and at home. These encompasses a broad range of evolving technologies of telecommunication technologies like telephony, cable, satellite, TV and radio, computer-mediated conferencing, video conferencing and digital technologies of computers, information networks, internet, World Wide Web, intranets and extranets and software applications (Chisenga, 2006).

7 Problems and purpose of the study This author as lecturer observed several people have claimed and shown much interest in the use of ICTs but do not have the knowledge, skills, experience, exposure attitude towards the application of ICTs in service delivery. The use of modern communication technologies and provision of social media in information services is also a challenge in libraries

8 Purpose of the study This study seeks to investigate knowledge and skills as determinants in the use of ICTs among librarians at the University of Ibadan library, Nigeria and University of KwaZulu-Natal library in South Africa. The study focuses on the following questions: Do academic librarians in at the University of Ibadan and the University of KwaZulu Natal libraries have the required knowledge and skills to use ICTs for support of knowledge management? What are the challenges facing the librarians in applying their knowledge and skills in the use of the ICTs at the two sampled university libraries?

9 Theoretical background This paper was informed by two theories: First, the Technology Acceptance Model (TAM) developed by Davis in 1989 to address thoughtfulness affecting the acceptance and use of computer technology or ICT facilities in organisations i. two variables, perceived usefulness and perceived ease of use as ii. external variables of accessibility, job relevance, compatibility, complexity (Lee, Kozar and Larsen, 2003). Second, the social constructivist theory proposed by, Jean Piaget ( ) and later modified by Lev Vygotsky ( ). i. This theory is a sociological theory of knowledge which apply the philosophical constructivism in social setting ii. It helps group of people to construct knowledge within them, through cultural collaborative creation and sharing of artifacts in a meaningful way. iii. Those immersed in culture of this sort learn from each other at different platform where key roles of cognitive development of oneself take place.

10 Methodology Positivism research approach grounded on the use of survey method through questionnaire was largely adopted Some data was collected by qualitative methods largely through desk research and content analysis. The population for the study consists of 71 librarians across the two sampled university libraries ( i.e, 33 from UKZN library and 38 from UI library). The two universities were selected for this study because they are well established, and ranked among the top universities in their respective countries in Africa by the world ranking of universities indicators The purposive sampling technique was used based on the two factors alluded above. Out of the 71 librarians targeted across the two university libraries, 57 librarians responded. This gave a response rate of 80.3% from the sample.

11 Research findings Variables Frequency (%) N=57 Gender: Male Age distribution: 40-49yrs Qualifications: Masters degree

12 Findings contin.. Librarians knowledge /ICT skills for support of KM Frequency (%)N=57 Knowledge of ICT hardware and software Different subject areas in librarianship Structure and process of cataloguing and classification Policy and procedures Analyse roles and identify areas for improvement Consensus building skills Project management skills Technical skills Managerial skills Change Management skills Business knowledge and processes skills Assessment and evaluation of job performance skills Familiarity with online sources research and publishing skills

13 Findings conti. Challenges faced by librarians in applying knowledge and skills in using ICTs Frequency (%)N=57 High cost of hardware and software Lack of implementation of ICTs policies lack of cooperation from users in adhering to instruction in the use of facilities in the libraries Inadequate knowledge to use ICTs to access the web among some librarians lack of in-depth knowledge of the library holdings and geographical map of the organisation Lack of ability to work independently without supervision Lack of personal computer for use at convenience

14 Conclusion and recommendations Librarians and University libraries play significant role in catering for the needs of its academic community -students, lecturers and research scholars. Librarians should advocate the advertising approach of the use of university libraries and their resources. High level of technical ICT knowledge, skills and experiences with current educational practices seen among respondents across the two university libraries. Librarians knowledge of ICTs and skills varies in context, background, qualification, experience and exposure in the duration of use of ICT tools. Training had, infrastructure and support system in the organisation, team working with Increased access to Internet, library software, CD-ROM, OPAC, FAX and services within the University libraries. ICT knowledge and skills are fundamental for change management in libraries 14

15 Recommendations Present day librarians should take advantage of this professional development of self training that encompass both traditional information access and management of ICTs/digital information processing. University libraries should continue to support their librarians to attend other informal training of current trends and innovation that is globally recognized with incentives.

16 Thank you!