Kay Looks Back Practice of librarianship in a period of forty years: viewed through a Botswana...
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Transcript of Kay Looks Back Practice of librarianship in a period of forty years: viewed through a Botswana...
1
Kay Looks Back
Practice of librarianship in a period of forty years: viewed through a
Botswana mirror
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Academic library and information service
• Background• University of Botswana Lesotho and
Swaziland: Roma Lesotho- assistant librarian-learning through apprenticeship &distance learning: UNISA
• 1971 July : transfer of a basic collection of 1000 titles to Botswana
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Academic context #1
• Teaching : textbook ,discussion assignments • Library support : inadequate collections, few
journal titles use of reserve collections; inter campus loans
supplied through snail mail from RomaInadequacy of resources- Strategy: partnership with the State library:
access to ILL services
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Organization of library service
• Traditional library mission: collection building, local availability and long term preservation
• Functional organization and systems approach to assure speed of access
• Manual ordering & cataloguing systems,Accession list &catalogue cards production and
management reliance on clerical staff, checking accuracy, time
consuming
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Organization of Library Services
Manual• Ordering,• accession list production • Catalogue card production• Sharing of cataloguing data
with State Library• Checking for Accuracy• Clerical support staff
Automated systems• Integrated acquisitions,&
accession list control • Shared sources for
catalogue data
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Change management
• Process systems change : integrated library systems information technology and regular upgrades Impact: Review of job descriptions: Elimination of clerical positions; Ongoing capacity building for enhanced efficiencymonitoring of quality and productivity
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Academic context #2
• Elite system to mass higher education• human resources for national development• Support knowledge-based industries for
economic development• Quality teaching and facilitation of learning• research
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Information Communication technologies
• Digital information resources• Ease of access, proliferation of information• Student expectations vs required expertise• Graduate attributes: information literacy
skills; ability to learn how to learn in job situation; life-long learning
• Work effectively in multi-disciplinary contexts asynchronously
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Strategy and tactics
• Facilitation of learning• Engagement with academics in curriculum• Information literacy • Teaching skills
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