Semantic Web Identity kennzeichnet den Zustand, in dem ein Unternehmen von Suchmaschinen als Solches erkannt wird. Das Abrufen einer Knowledge Graph Card in Google-Suchergebnissen für eine akademische Organisation wird als Indikator für SWI nominiert, da es zeigt, dass Google nachprüfbare Tatsachen gesammelt hat, um die Organisation als Einheit zu etablieren. Diese Anerkennung kann wiederum die Relevanz ihrer Verweisungen an diese Organisation verbessern. Diese Dissertation stellt Ergebnisse einer Befragung der 125 Mitgliedsbibliotheken der Association of Research Libraries vor. Die Ergebnisse zeigen, dass diese Bibliotheken in den strukturierten Datensätzen, die eine wesentliche Grundlage des Semantic Web sind und Faktor bei der Erreichung der SWI sind, schlecht vertreten sind. Der Mangel an SWI erstreckt sich auf andere akademische Organisationen, insbesondere auf die unteren Hierarchieebenen von Universitäten. Ein Mangel an SWI kann andere Faktoren von Interesse für akademische Organisationen beeinflussen, einschließlich der Fähigkeit zur Gewinnung von Forschungsförderung, Immatrikulationsraten und Verbesserung des institutionellen Rankings. Diese Studie vermutet, dass der schlechte Zustand der SWI das Ergebnis eines Versagens dieser Organisationen ist, geeignete Linked Open Data und proprietäre Semantic Web Knowledge Bases zu belegen. Die Situation stellt eine Gelegenheit für akademische Bibliotheken dar, Fähigkeiten zu entwickeln, um ihre eigene SWI zu etablieren und den anderen Organisationen in ihren Institutionen einen SWI-Service anzubieten. Die Forschung untersucht den aktuellen Stand der SWI für ARL-Bibliotheken und einige andere akademische Organisationen und beschreibt Fallstudien, die die Wirksamkeit dieser Techniken zur Verbesserung der SWI validieren. Die erklärt auch ein neues Dienstmodell der SWI-Pflege, die von anderen akademischen Bibliotheken für ihren eigenen institutionellen Kontext angepasst werden. / Semantic Web Identity (SWI) characterizes an entity that has been recognized as such by search engines. The display of a Knowledge Graph Card in Google search results for an academic organization is proposed as an indicator of SWI, as it demonstrates that Google has gathered enough verifiable facts to establish the organization as an entity. This recognition may in turn improve the accuracy and relevancy of its referrals to that organization. This dissertation presents findings from an in-depth survey of the 125 member libraries of the Association of Research Libraries (ARL). The findings show that these academic libraries are poorly represented in the structured data records that are a crucial underpinning of the Semantic Web and a significant factor in achieving SWI. Lack of SWI extends to other academic organizations, particularly those at the lower hierarchical levels of academic institutions, including colleges, departments, centers, and research institutes. A lack of SWI may affect other factors of interest to academic organizations, including ability to attract research funding, increase student enrollment, and improve institutional reputation and ranking. This study hypothesizes that the poor state of SWI is in part the result of a failure by these organizations to populate appropriate Linked Open Data (LOD) and proprietary Semantic Web knowledge bases. The situation represents an opportunity for academic libraries to develop skills and knowledge to establish and maintain their own SWI, and to offer SWI service to other academic organizations in their institutions. The research examines the current state of SWI for ARL libraries and some other academic organizations, and describes case studies that validate the effectiveness of proposed techniques to correct the situation. It also explains new services that are being developed at the Montana State University Library to address SWI needs on its campus, which could be adapted by other academic libraries.

<p>The aim of the research project is to investigate the effectiveness of an information literacy intervention for first year engineering students at the Cape Peninsula University of Technology. Information literacy has been identified as a necessary outcome of tertiary education. It refers to the life-long learning competencies of finding and using information in order to solve problems, to make decisions and to create new knowledge. Information literacy education has evolved from earlier forms of library user education, such as bibliographic instruction, and is central to the mission of academic libraries. However, librarians responsible for information literacy programmes seldom evaluate the effectiveness of their interventions. In today&rsquo / s climate of accountability and outcomes-based education, it is necessary to provide evidence of the benefits of the user education that libraries provide. The researcher uses the American College and Research Library (ACRL) Information Literacy Competency Standards for Higher Education, which are internationally recognized and widely used by South African academic librarians, as a benchmark to evaluate an intervention for a group of first year students enrolled for a mechanical engineering course. The intervention consists of two workshops which aim to teach the students to find information relevant to their essays via the university&rsquo / s OPAC, various engineering databases and to teach them how to reference and cite their sources in their essays. The research methodology assessed students&rsquo / information literacy before and after the two workshops with the use of a questionnaire consisting of a set of questions based on some of the ACRL standards. The questionnaire also gathered data on students&rsquo / prior experience of libraries, reading and computers, which might impact on their information literacy...</p>

<p>The aim of the research project is to investigate the effectiveness of an information literacy intervention for first year engineering students at the Cape Peninsula University of Technology. Information literacy has been identified as a necessary outcome of tertiary education. It refers to the life-long learning competencies of finding and using information in order to solve problems, to make decisions and to create new knowledge. Information literacy education has evolved from earlier forms of library user education, such as bibliographic instruction, and is central to the mission of academic libraries. However, librarians responsible for information literacy programmes seldom evaluate the effectiveness of their interventions. In today&rsquo / s climate of accountability and outcomes-based education, it is necessary to provide evidence of the benefits of the user education that libraries provide. The researcher uses the American College and Research Library (ACRL) Information Literacy Competency Standards for Higher Education, which are internationally recognized and widely used by South African academic librarians, as a benchmark to evaluate an intervention for a group of first year students enrolled for a mechanical engineering course. The intervention consists of two workshops which aim to teach the students to find information relevant to their essays via the university&rsquo / s OPAC, various engineering databases and to teach them how to reference and cite their sources in their essays. The research methodology assessed students&rsquo / information literacy before and after the two workshops with the use of a questionnaire consisting of a set of questions based on some of the ACRL standards. The questionnaire also gathered data on students&rsquo / prior experience of libraries, reading and computers, which might impact on their information literacy...</p>

The purpose of this research is to investigate the effectiveness of an Information Literacy intervention administered to first year Faculty of Business students at Rosebank College Cape Town. The exponential nature of information has led to students having access to abundant information which often comes unfiltered. This requires them to be in possession of life long competencies to find and apply this information to solve problems. Recent shifts in pedagogy and curricula have also precipitated the importance of independent learners who are capable of constructing their own knowledge. Student centred methods of teaching employed in tertiary institutions such as, problem based learning, evidence based learning and inquiry learning have necessitated the importance of Information Literacy training towards the development of independent learners. The study assesses the baseline incoming skills of the Faculty of Business students. Two intervention workshops are conducted for the experimental cohort and a post-test is administered. After the post-test the results of the control and experimental group are compared. The study uses the Association of College and Research Libraries (ACRL) Information Literacy Standards for higher education as a theoretical foundation. The standards are applied as benchmarks when assessing the Information Literacy competencies. The study explores the following research questions:  Are the Information Literacy interventions administered to the first year business faculty students effective and do they meet the proposed outcomes?  What are the existing Information Literacy competencies of the incoming students in the Faculty of Business?  How should Information Literacy programmes be delivered?  Are the ACRL standards a reliable tool to assess Information Literacy skills and the effectiveness of the interventions administered? The study found out that offering Information Literacy interventions would result in students accumulating these skills. This is supported by the difference in scores between the control group and the experimental cohort. However it must be noted that Information Literacy training is not an event but rather an on-going process. / Magister Bibliothecologiae - MBibl

Magister Bibliothecologiae - MBibl / The aim of the research project is to investigate the effectiveness of an information literacy intervention for first year engineering students at the Cape Peninsula University of Technology. Information literacy has been identified as a necessary outcome of tertiary education. It refers to the life-long learning competencies of finding and using information in order to solve problems, to make decisions and to create new knowledge. Information literacy education has evolved from earlier forms of library user education, such as bibliographic instruction, and is central to the mission of academic libraries. However, librarians responsible for information literacy programmes seldom evaluate the effectiveness of their interventions. In today's climate of accountability and outcomes-based education, it is necessary to provide evidence of the benefits of the user education that libraries provide. The researcher uses the American College and Research Library (ACRL) Information Literacy Competency Standards for Higher Education, which are internationally recognized and widely used by South African academic librarians, as a benchmark to evaluate an intervention for a group of first year students enrolled for a mechanical engineering course. The intervention consists of two workshops which aim to teach the students to find information relevant to their essays via the university's OPAC, various engineering databases and to teach them how to reference and cite their sources in their essays. The research methodology assessed students' information literacy before and after the two workshops with the use of a questionnaire consisting of a set of questions based on some of the ACRL standards. The questionnaire also gathered data on students' prior experience of libraries, reading and computers, which might impact on their information literacy. / South Africa

The aim of this master’s thesis is to examine how social media, specifically Instagram, is utilized in three special collections libraries in Sweden. The intent is to understand why Instagram is a plausible platform for the purpose of showcasing the libraries’ cultural heritage collections, how this is done and who the target audience is. The theoretical framework for this study is based on Roland Barthes’s visual semiotic terms denotation and connotation. The study also applies Lorri Mon’s analytical tools when examining how libraries can use social media in a successful manner. The three selected libraries are Uppsala University Library, Lund University Library and Roggebiblioteket. Six Instagram posts, between October 2018 and Mars 2019, from each library are analyzed, and e-mail interviews have been conducted with the librarians behind the accounts. Finally, the results are compared to showcase their differences and similarities, but also to compare them to previous studies on social media use in libraries. The results show that Instagram is used to display the libraries’ cultural heritage and make the collections more approachable to the general public – specifically to foreign researchers. The librarians also use Instagram as a platform to connect with other cultural heritage institutions and librarians all over the world. Through publishing esthetically pleasing pictures of old historical books, maps and other materials, they want to attract new users and put their library on the map. This is a two years master’s thesis in Library and Information Science.

Tacit Knowledge is critical in an organization's ability to sustain a long-term competitive advantage. The systematic process for acquiring, organizing, sustaining and renewing tacit knowledge of employees has enabled organizations to survive in a robust economy. This study investigates the management of tacit knowledge at the Kenya Institute for Public Policy Research and Analysis (KIPPRA). The objectives of the study were: to identify the sources and types of knowledge at KIPPRA; identify the enabling resources for tacit knowledge sharing; determine how tacit knowledge can be reused for innovation and competitive advantage; establish the role of management in creating a conducive environment for tacit knowledge; identify the challenges experienced in the management of tacit knowledge; give recommendations and propose a model/framework for tacit knowledge management at KIPPRA. The study adopted a qualitative research method. Interviews and observation were used as primary data collection methods. The study targeted 60 employees of KIPPRA consisting of Researchers, Young Professionals, Heads of Division, a Knowledge Manager and Administrative staff. Qualitative data collected was organized, categorized and reported in verbatim. Pie charts and tables were used to give a graphical representation of the bio data of respondents. The study found that: KIPPRA values knowledge as an asset but does not practice tacit knowledge management, both tacit and explicit knowledge exists however, no real effort has gone into the management of tacit knowledge. The study also found that KIPPRA had tacit knowledge sharing, capture, transfer and storage avenues that have not been capitalized on. ICT infrastructure is available however it does not support tacit knowledge sharing. No Communities of Practice exist at KIPPRA but tacit knowledge is reused for innovation, development and competitive advantage. KIPPRA’s management has provided a conducive environment for tacit knowledge to thrive but trust, knowledge asymmetry, and hierarchical challenges have hindered tacit knowledge harnessing. No tacit knowledge related incentives are offered at KIPPRA. The study also revealed that employees experienced challenges such as identification and understanding of tacit knowledge, access of tacit knowledge sharing platforms, and access to individuals with specific tacit knowledge, tacit knowledge hoarding, individualism and ICT related challenges in accessing tacit knowledge. Even thought the necessary elements required to facilitate Tacit Knowledge Management are available, no effort has been made to customize them to harness tacit knowledge. The study concluded that for KIPPRA to have a competitive advantage it is important that the Knowledge Manager, with the Support of KIPPRA’s Management, have concerted efforts for harnessing tacit knowledge. Key recommendations include: establishment of Communities of Practice at KIPPRA that bring together like minded individuals and also enable the building of relationships based on trust among the employees, and investment in ICT mechanisms specific to tacit knowledge management to enhance the harnessing and codification of captured tacit knowledge. Employees should also be trained on the value of tacit knowledge sharing and individualism should be discouraged. The study also recommends the adoption of a proposed framework for managing tacit knowledge at KIPPRA. / Information Science

The entire world needs and seeks information to survive and thrive in the 21st century as a result of information acquisition, with doctors, lawyers, teachers, students and even the elderly all desiring information for their everyday activities. Researchers of different disciplines working at the various federal institutes in Nigeria are no exceptions to the craving for requisite information that will enable them successfully carry out their numerous research projects undertaken towards achieving sustainable national development. The aim of the study was to investigate the information needs and information-seeking behaviour of researchers at the Federal Institute of Industrial Research Oshodi, Nigeria. This study applied both quantitative and qualitative research approaches for the purpose of triangulation. The quantitative approach had a strong dominance over the qualitative approach in this study. This study adopted the positivist paradigm. The questionnaire, interview and observation data collection tools were the chosen tools used to collect data from researchers from the six departments of the Federal Institute of Industrial Research Oshodi and five professional librarians of the institute’s library. Out of 165 questionnaires that were administered to researchers, a total of 121 were returned (resulting in a response rate of 73%). Inaccuracies were identified in seven copies of the questionnaires which were discarded and not analysed. Therefore, usable returns totalled 114 (67%). Wilson’s 1999 model of information behaviour was used as the theoretical framework. This study revealed that both formal and informal sources were consulted by the researchers. It was important to note that the internet was the information source most commonly used by the researchers to obtain information. The institute’s library was poorly used because it contained outdated library materials and was not equipped with an internet facility. The researchers opted for the use of mobile phone/iPad, personally owned or sourced internet access and business centres (supplying internet services outside the institute) to access information sources for information. The study ascertained that there was undoubtedly an instituted library officially established within the institute to provide information to researchers. But due to socio-economic and political problems faced by the country Nigeria, predominantly with respect to the outlook of poor funding of sustainable library development concerns and the government’s lack of interest in research, outdated library collections and poor information provision services have become the given at the institute’s library. This ultimately brought about pessimistic reactions from the researchers. Among its recommendations, the study suggested that funding the institute’s library in order to update and replace outdated library collections is a priority. An information audit should be carried out to ascertain the current state of ICTs within the institute and the institute’s library should be equipped with an internet facility promptly. Adopting these recommendations would enable researchers to have limitless access to items of information they need for research as they seek for information. / Information Science / D. Phil. (Information Science)

Tacit Knowledge is critical in an organization's ability to sustain a long-term competitive advantage. The systematic process for acquiring, organizing, sustaining and renewing tacit knowledge of employees has enabled organizations to survive in a robust economy. This study investigates the management of tacit knowledge at the Kenya Institute for Public Policy Research and Analysis (KIPPRA). The objectives of the study were: to identify the sources and types of knowledge at KIPPRA; identify the enabling resources for tacit knowledge sharing; determine how tacit knowledge can be reused for innovation and competitive advantage; establish the role of management in creating a conducive environment for tacit knowledge; identify the challenges experienced in the management of tacit knowledge; give recommendations and propose a model/framework for tacit knowledge management at KIPPRA. The study adopted a qualitative research method. Interviews and observation were used as primary data collection methods. The study targeted 60 employees of KIPPRA consisting of Researchers, Young Professionals, Heads of Division, a Knowledge Manager and Administrative staff. Qualitative data collected was organized, categorized and reported in verbatim. Pie charts and tables were used to give a graphical representation of the bio data of respondents. The study found that: KIPPRA values knowledge as an asset but does not practice tacit knowledge management, both tacit and explicit knowledge exists however, no real effort has gone into the management of tacit knowledge. The study also found that KIPPRA had tacit knowledge sharing, capture, transfer and storage avenues that have not been capitalized on. ICT infrastructure is available however it does not support tacit knowledge sharing. No Communities of Practice exist at KIPPRA but tacit knowledge is reused for innovation, development and competitive advantage. KIPPRA’s management has provided a conducive environment for tacit knowledge to thrive but trust, knowledge asymmetry, and hierarchical challenges have hindered tacit knowledge harnessing. No tacit knowledge related incentives are offered at KIPPRA. The study also revealed that employees experienced challenges such as identification and understanding of tacit knowledge, access of tacit knowledge sharing platforms, and access to individuals with specific tacit knowledge, tacit knowledge hoarding, individualism and ICT related challenges in accessing tacit knowledge. Even thought the necessary elements required to facilitate Tacit Knowledge Management are available, no effort has been made to customize them to harness tacit knowledge. The study concluded that for KIPPRA to have a competitive advantage it is important that the Knowledge Manager, with the Support of KIPPRA’s Management, have concerted efforts for harnessing tacit knowledge. Key recommendations include: establishment of Communities of Practice at KIPPRA that bring together like minded individuals and also enable the building of relationships based on trust among the employees, and investment in ICT mechanisms specific to tacit knowledge management to enhance the harnessing and codification of captured tacit knowledge. Employees should also be trained on the value of tacit knowledge sharing and individualism should be discouraged. The study also recommends the adoption of a proposed framework for managing tacit knowledge at KIPPRA. / Information Science