Universities in the new millennium find themselves in a knowledge-driven economy that is challenging them to produce a qualified and adaptable work force if they are to contribute to societal development. Owing to the structural change in the economy, entrepreneurs require high level scientists, professionals and technicians who not only have the capability to create and support innovations by adapting knowledge to local use but also people with managerial and lifelong learning skills. Such are they who can accelerate changes and make organizations more productive and efficient in the services they render. Consequently, universities in Sub-Saharan Africa are challenged to transform learning so as to produce graduates who have both knowledge and competencies. Such a system will create a balance between university education and the changing labour market. Satisfying these new educational demands are only possible through research and unhindered access to global information resources. Paradoxically, some private university libraries, because of limited funding, find themselves fiscally constrained in the provision of unhindered access to global stores of information particularly at a time of exponential growth both in number and cost of information resources. This had led libraries to re-examine resource sharing as a viable option to meeting the new demands placed on universities. It is for the reasons above that this study examines the practice, problems and prospects of resource-sharing in selected Seventh-day Adventist university libraries in Sub-Saharan Africa. It examines scientifically the causes of poor sharing practices that are unique to each library, the situational and environmental factors that can enhance resource sharing. It provides also research-based information that will help to determine the best ways by which each library can have greater access to information resources. There are proposals for resolving the problems, and there are recommendations for dealing with the matter on a more permanent basis. The study advances resource-sharing model called Consortium of Adventist University Libraries in Africa (CAULA) as a resource sharing network for Seventh-day Adventist libraries in Africa. The organizational structure for CAULA are outlined and discussed. The proposed cooperation is not only sustainable but also structured to provide efficiency and greater regional cooperation of SDA libraries in Sub-Saharan Africa. / Information Science / DLITT ET PHIL (INF SCIENCE)

Universities in the new millennium find themselves in a knowledge-driven economy that is challenging them to produce a qualified and adaptable work force if they are to contribute to societal development. Owing to the structural change in the economy, entrepreneurs require high level scientists, professionals and technicians who not only have the capability to create and support innovations by adapting knowledge to local use but also people with managerial and lifelong learning skills. Such are they who can accelerate changes and make organizations more productive and efficient in the services they render. Consequently, universities in Sub-Saharan Africa are challenged to transform learning so as to produce graduates who have both knowledge and competencies. Such a system will create a balance between university education and the changing labour market. Satisfying these new educational demands are only possible through research and unhindered access to global information resources. Paradoxically, some private university libraries, because of limited funding, find themselves fiscally constrained in the provision of unhindered access to global stores of information particularly at a time of exponential growth both in number and cost of information resources. This had led libraries to re-examine resource sharing as a viable option to meeting the new demands placed on universities. It is for the reasons above that this study examines the practice, problems and prospects of resource-sharing in selected Seventh-day Adventist university libraries in Sub-Saharan Africa. It examines scientifically the causes of poor sharing practices that are unique to each library, the situational and environmental factors that can enhance resource sharing. It provides also research-based information that will help to determine the best ways by which each library can have greater access to information resources. There are proposals for resolving the problems, and there are recommendations for dealing with the matter on a more permanent basis. The study advances resource-sharing model called Consortium of Adventist University Libraries in Africa (CAULA) as a resource sharing network for Seventh-day Adventist libraries in Africa. The organizational structure for CAULA are outlined and discussed. The proposed cooperation is not only sustainable but also structured to provide efficiency and greater regional cooperation of SDA libraries in Sub-Saharan Africa. / Information Science / DLITT ET PHIL (INF SCIENCE)

Text in English, with abstracts and keywords in English, Zulu and Afrikaans / This qualitative study investigated the information needs and information-seeking behaviour of doctoral students who use smartphones or tablets for learning. Fifteen doctoral students who are registered at the University of Cape Coast were interviewed. Ellis’s (1989) model of information-seeking behaviour guided the study and supported the researcher in developing a model that could be used to acquire an understanding of how mobile technologies influence information needs and information-seeking behaviour. Two contexts influence the participants’ information needs and information-seeking behaviour, namely, the academic context and their everyday life contexts. The interplay between the elements of the context in which participants find themselves and their mental structures appear to influence their information needs and information-seeking behaviour. Most of the participating students do not seem to have the required information literacy skills to seek information in an online environment. The contextual elements that appear to influence the participants’ information needs and searching behaviour include situations in action, academic tasks and information resources. The ability to connect to the Internet and retrieve online sources of information proved to be important. The participants use the mobile devices to retrieve information from the Internet and in some instances from the university library’s resources. Certain device-related characteristics, such as small screens, limited memory space and short battery lifespan, seem to affect the usefulness of mobile devices for information-seeking purposes. The cost of data and an inability to connect to the Internet, due to disruptions in network signals and a lack of Wi-Fi infrastructure, also curb the use of mobile devices. WhatsApp not only provides the participants with the means to share information and discuss their academic tasks, but it also makes collaboration and group work possible. Some of the students lack the required information literacy skills to make optimal use of the library’s resources. Therefore, it would be prudent for the university to include information literacy skills training in the curricula for all levels of study. This requirement should also include doctoral students who have not previously completed an information literacy course. / Lolu cwaningo lohlelo olugxile kwingxoxo beluphenya izidingo zolwazi kanye nezenzo zokucinga ulwazi lwabafundi abakwiziqu zesibili abasebenzisa ama-smartphones noma ama-tablets ukufunda. Abafundi abayishumi nanhlanu abasezingeni leziqu zesibili abazibhalise kwi-University of Cape Coast bebehlolwa ngokwezimvo. Imodeli ka-Ellis (1989) yezenzo ezihlose ukufumana ulwazi ihole ucwaningo futhi yaxhasa umcwaningi ekuthuthukisweni kwemodeli engasetshenziswa ukuthola ulwazi olumayelana nokuthi ngabe izinhlelo zobuchwepheshe be-inthanethi yefowunu zithinta kanjani izidingo zolwazi kanye nezenzo ezihlose ukuthola ulwazi. Izizinda ezimbili zinomthelela phezu kolwazi lwabadlalindima kanye nokuziphatha okuhlose ukuthola ulwazi, zona yilezi yisizinda sezemfundo kanye nezizinda ezimayelana nempilo yabo yansuku zonke. Ukuhlangana phakathi kwezinhlaka ezimayelana nesizinda abadlalindima abazithola ngaphakathi kwaso kanye nokuhleleka kwemiqondo yabo kubonakala kunomthelela phezu kwezidingo zabo zolwazi kanye nokuziphatha okuhlose ukuthola ulwazi. Iningi labafundi abadlala indima alibonakali lifuna amakhono olwazi lokufunda ukuze bacinge ulwazi kwisizinda kwu-inthanethi. Izinhlaka zesizinda ezibonakala zithinta izidingo zolwazi lwabadlalindima kanye nezenzo zokusesha zifaka izimo kwimisebenzi yezenzo zemfundo kanye nemithombo yolwazi. Ikhono lokuxhumanisa i-inthanethi kanye nokuvumbulula imithombo ye-inthanethi kukhombisa kusemqoka kakhulu. Abadlalindima basebenzisa izixhobo zomakhalekhukhwini ukulandelela ulwazi ku Inthanethi, kanti kwezinye izimo, ukuthola ulwazi kwimithombo eyithala lezincwadi yasenyuvesi. Yize-kunjalo, izimpawu ezithile ezihlobene nezixhobo, ezingamasikirini amancane, isikhala esincane sokugcina ulwazi kanye nempilo emfushane yebhediri, kubonakala kuthinta izinga lokusebenziseka kwezixhobo ezingomakhalekhukhwini ngezinhloso zokucinga ulwazi. Izindleko zedatha kanye nokungakwazi ukuxhumana nge Inthanethi ngenxa yokuphazamiseka kwamasiginali obuxhakaxhaka benediweki kanye nokwentuleka kwengqalasizinda ye Wi-Fi kanti futhi nokuvimbela ukusetshenziswa kwezixhobo ezingomakhalekhukhwini. Uhlelo lwe-WhatsApp aluhlinzeka kuphela abadlalindima ngamasu okuphana ngolwazi kanye nokuxoxa ngemisebenzi yezemfundo, kanti futhi yenza ukuthi kube nokusebenzisana kanye nokuthi iqembu likwazi ukusebenza. Abanye babafundi baswela amakhono wokufunda adingekayo ukuze bakwazi ukusebenzisa ngokusezingeni eliphezulu kwemithombo yethala lezincwadi. Ngakho-ke, bekungaba kuhle kwinyuvesi ukuthi izinhlelo zokuqeqesha mayelana namakhono olwazi lokufunda kwikharikhulamu yawo wonke amazing ocwaningo. Lezi zinhlelo ezifunekayo kufanele futhi zisebenze kubafundi beziqu zesibili abangakaze esikahthini esedlule baphothule isifundo sokuthola ulwazi. / Hierdie kwalitatiewe studie het ondersoek ingestel na die inligtingsbehoeftes en inligtingsoekgedrag van doktorale studente wat slimfone of tablette vir hul studie gebruik. Onderhoude is gevoer met vyftien doktorale studente wat by die University of Cape Coast geregistreer is. Ellis (1989) se model van inligtingsoekgedrag het die studie gerig en het die navorser ondersteun in die ontwikkeling van ’n model wat gebruik kan word om ’n begrip te vorm van hoe mobiele tegnologieë inligtingsbehoeftes en inligtingsoekgedrag beïnvloed. Twee kontekste affekteer die deelnemers se inligtingsbehoeftes en inligtingsoekgedrag, naamlik die akademiese konteks en die konteks van hul daaglikse lewe. Dit wil voorkom of die wisselwerking tussen die elemente van die konteks waarin deelnemers hulself bevind, asook hul verstandelike strukture, hul inligtingsbehoeftes en inligtingsoekgedrag beïnvloed. Die meeste van die deelnemende studente beskik klaarblyklik nie oor die nodige inligtingsgeletterdheidsvaardighede om in ’n aanlyn omgewing vir inligting te soek nie. Die kontekstuele elemente wat skynbaar die deelnemers se inligtingsbehoeftes en -soekgedrag beïnvloed, sluit situasies in aksie- akademiese take en inligtingshulpbronne in. Daar is bevind dat die vermoë om tot die internet te koppel en aanlyn inligtingsbronne te verkry, belangrik is. Die deelnemers gebruik die mobiele apparate om inligting van die internet, en in sommige gevalle, van die universiteit se biblioteekhulpbronne te verkry. Sommige apparaatkenmerke soos klein skerms, beperkte geheuespasie en kort batterylewe blyk ‘n uitwerking op die bruikbaarheid van mobiele apparate vir inligtingsoekdoeleindes te hê. Die koste van data en ’n onvermoë om tot die internet te koppel vanweë onderbrekings in netwerksein en ’n gebrek aan Wi-Fi infrastruktuur belemmer ook die gebruik van mobiele apparate. WhatsApp bied nie net aan die deelnemers ’n manier om inligting te deel en hul akademiese take te bespreek nie; dit maak ook samewerking en groepwerk moontlik. Sommige van die studente beskik nie oor die nodige inligtingsgeletterdheidvaardighede om die biblioteek se hulpbronne optimaal te kan benut nie. Daarom sal dit wys wees as die universiteit opleiding in inligtingsgeletterdheidvaardighede in die kurrikula vir alle studievlakke insluit. Hierdie vereiste moet ook geld vir nagraadse studente wat nie vantevore ’n kursus in inligtingsgeletterdheid voltooi het nie. / Information Science / D. Litt et Phil. (Information Science)