M. Tech. Contact Center Management / The University of South Africa's (UNISA) main mode of interacting with students up to July 2011 was through the UNISA Contact Centre (UCC). The UCC supported the academic progress of students by answering questions ranging from admissions to graduation. A student satisfaction survey conducted in 2009 by UNISA's Bureau of Market Research among students revealed that the UCC was rated the most unsatisfactory service. On 29 July 2011, UNISA closed the UCC. The university therefore introduced new modes of interacting with students, including, among others, sms responses, email responses, telephone, MyUnisa and social media like Twitter, Facebook and YouTube. The aim of this study was to explore students' perceptions of interaction with the UCC. The major findings show that the majority of the respondents did not agree with the decision to close the UCC and that the majority of the respondents had positive experiences and ratings of the UCC indicating only a few areas for improvement.

Thesis (PhD(Education Management and Policy Studies))-University of Pretoria, 2008. / Includes bibliographical references.

Text in Afrikaans / 'n Ondersoek na die bestaande personeelevalueringstelsel vir professionele personeel in die Departement Biblioteekdienste van die Universiteit van Suid-Afrika word aan die hand van 'n aantal navorsingsvrae en hipoteses gedoen. 'n Selektiewe oorsig van verbandhoudende literatuur word aangebied. 'n Model vir die ontwikkeling, implementering, evaluering en instandhouding van 'n personeelevalueringstelsel is ontwerp vir moontlike gebruik in die ondersoek na personeelevaluering en/of daarstelling van 'n personeelevalueringstelsel. Ten einde die konteks van die studie uit te lig is op die personeelbeleid en struktuur van die Universiteit en van die Departement Biblioteekdienste sowel as die organisatoriese plasing, doel en funksies van laasgenoemde binne die Universiteit gelet. As empiriese navorsing is 'n kruisseksionele studie van die teikengroep waarin hoofsaaklik van die beskrywende navorsingsmetode gebruik gemaak is onderneem. Vraelyste, waarin die vraelysitems hoofsaaklik uit reeds gebruikte en getoetste vraelyste verkry is, is as primere data-insamelingsmetode gebruik. Bykomende data is deur ongestruktureerde persoonlike onderhoude ingesamel. Die Statistical Analysis System-rekenaarprogram is vir dataverwerking gebruik. In die studie is bevind dat die bestaande stelsel nie eenvormig in die Departement toegepas word nie; en dat daar 'n betekenisvolle verskil bestaan tussen die persepsies van geevalueerdes en evalueerders oor die hoofdoelwitte, doelwitte, funksies en selektiwiteit van die bestaande personeelevalueringstelsel. Dieselfde geld ten opsigte van die rol wat personeelevaluering behoort te speel en die rol wat dit tans in bepaalde personeelfunksies speel. Verder is bevind dat: die bestaande personeelevalueringstelsel vir evalueerders bruikbaar is vir eie loopbaanontwikkeling en kommunikasie met ondergeskiktes; gebrek aan kommunikasie oor die doelwitte en funksie van die personeelevalueringstelsel as die belangrikste probleem ge1dentifiseer word; en i i i die teikengroep ten gunste van die vervanging van die bestaande stelsel met 'n nuwe stelsel is. Op grand van die bevindinge is van die hipoteses aanvaar, sommige verwerp, ander kon nie as aanvaarbaar bewys of verwerp word nie. Die doeltreffendheid van die bestaande personeelevalueringstelsel kon ook nie bo alle twyfel bewys word nie. Bepaalde aanbevelings word aan die hand van die studie gemaak. / The existing personnel evaluation system for professional personnel in the Department of Library Services at the University of South Africa is studied on the basis of a number of research questions and hypotheses. A model is designed for developing, implementing, evaluating and maintaining a personnel evaluation system for possible use in the study of personnel evaluation and/or the establishment of a personnel evaluation system. To highlight the context of the study, note was taken of the personnel policy and structure of the University and the Department of Library Services as well as the organizational placement, goal and functions of the latter within the University. As empirical research a cross-sectional study was made of the target group in which mainly the descriptive research method was used. Questionnaires, in which the items were obtained primarily from previously used and tested questionnaires, were utilised as the primary method of data collection. Additional data were collected by means of unstructured personal interviews. The Statistical Analysis System computer program was used for data processing. The study showed that there is a significant difference between the perceptions of the persons being evaluated and the evaluators regarding the main objectives, objectives, functions and selectivity of the existing personnel evaluation system. The same applies to the role that personnel evaluation should play and does play in particular personnel functions at present. Additional findings were that the existing personnel evaluation system is useful to evaluators for their own career development and communication with subordinates; lack of communication regarding the objectives and functions of the personnel evaluation system is identified as the chief problem; and the target group is in favour of replacing the existing system with a new one. On the basis of the findings some of the hypotheses were accepted, others were rejected and others again could not be proved or rejected as acceptable. The effectiveness of the existing personnel evaluation system could also not be proved beyond all doubt. Certain recommendations are made on the basis of the study. / Public Administration and Management / D. Litt. et Phil. (Public Administration)

Text in Afrikaans / 'n Ondersoek na die bestaande personeelevalueringstelsel vir professionele personeel in die Departement Biblioteekdienste van die Universiteit van Suid-Afrika word aan die hand van 'n aantal navorsingsvrae en hipoteses gedoen. 'n Selektiewe oorsig van verbandhoudende literatuur word aangebied. 'n Model vir die ontwikkeling, implementering, evaluering en instandhouding van 'n personeelevalueringstelsel is ontwerp vir moontlike gebruik in die ondersoek na personeelevaluering en/of daarstelling van 'n personeelevalueringstelsel. Ten einde die konteks van die studie uit te lig is op die personeelbeleid en struktuur van die Universiteit en van die Departement Biblioteekdienste sowel as die organisatoriese plasing, doel en funksies van laasgenoemde binne die Universiteit gelet. As empiriese navorsing is 'n kruisseksionele studie van die teikengroep waarin hoofsaaklik van die beskrywende navorsingsmetode gebruik gemaak is onderneem. Vraelyste, waarin die vraelysitems hoofsaaklik uit reeds gebruikte en getoetste vraelyste verkry is, is as primere data-insamelingsmetode gebruik. Bykomende data is deur ongestruktureerde persoonlike onderhoude ingesamel. Die Statistical Analysis System-rekenaarprogram is vir dataverwerking gebruik. In die studie is bevind dat die bestaande stelsel nie eenvormig in die Departement toegepas word nie; en dat daar 'n betekenisvolle verskil bestaan tussen die persepsies van geevalueerdes en evalueerders oor die hoofdoelwitte, doelwitte, funksies en selektiwiteit van die bestaande personeelevalueringstelsel. Dieselfde geld ten opsigte van die rol wat personeelevaluering behoort te speel en die rol wat dit tans in bepaalde personeelfunksies speel. Verder is bevind dat: die bestaande personeelevalueringstelsel vir evalueerders bruikbaar is vir eie loopbaanontwikkeling en kommunikasie met ondergeskiktes; gebrek aan kommunikasie oor die doelwitte en funksie van die personeelevalueringstelsel as die belangrikste probleem ge1dentifiseer word; en i i i die teikengroep ten gunste van die vervanging van die bestaande stelsel met 'n nuwe stelsel is. Op grand van die bevindinge is van die hipoteses aanvaar, sommige verwerp, ander kon nie as aanvaarbaar bewys of verwerp word nie. Die doeltreffendheid van die bestaande personeelevalueringstelsel kon ook nie bo alle twyfel bewys word nie. Bepaalde aanbevelings word aan die hand van die studie gemaak. / The existing personnel evaluation system for professional personnel in the Department of Library Services at the University of South Africa is studied on the basis of a number of research questions and hypotheses. A model is designed for developing, implementing, evaluating and maintaining a personnel evaluation system for possible use in the study of personnel evaluation and/or the establishment of a personnel evaluation system. To highlight the context of the study, note was taken of the personnel policy and structure of the University and the Department of Library Services as well as the organizational placement, goal and functions of the latter within the University. As empirical research a cross-sectional study was made of the target group in which mainly the descriptive research method was used. Questionnaires, in which the items were obtained primarily from previously used and tested questionnaires, were utilised as the primary method of data collection. Additional data were collected by means of unstructured personal interviews. The Statistical Analysis System computer program was used for data processing. The study showed that there is a significant difference between the perceptions of the persons being evaluated and the evaluators regarding the main objectives, objectives, functions and selectivity of the existing personnel evaluation system. The same applies to the role that personnel evaluation should play and does play in particular personnel functions at present. Additional findings were that the existing personnel evaluation system is useful to evaluators for their own career development and communication with subordinates; lack of communication regarding the objectives and functions of the personnel evaluation system is identified as the chief problem; and the target group is in favour of replacing the existing system with a new one. On the basis of the findings some of the hypotheses were accepted, others were rejected and others again could not be proved or rejected as acceptable. The effectiveness of the existing personnel evaluation system could also not be proved beyond all doubt. Certain recommendations are made on the basis of the study. / Public Administration and Management / D. Litt. et Phil. (Public Administration)

Text in Afrikaans / In hierdie studie word afstandsonderrig soos dit tans deur die Universiteit van Suid-Mrika aangebied word, krities en indringend ontleed. Die gevolgtrekking hieruit was dat afstandsonderwys wesenlik aan studente die keuse behoort te hied van waar, wanneer en hoe hulle wil studeer. Daar is bevind dat Unisa agtergeraak het omdat die huidige onderrigmodel baie ooreenkom met 'n negentiende-eeuse Victoriaanse model, waarvolgens Unisa aan sy studente eintlik net die keuse oorlaat van waar gestudeer word. Die huidige Unisamodel toon ook sterk ooreenkomste met 'n geindustrialiseerde of fabrieksmodel: op feitlik alle vlakke word eenvormigheid van sy studente vereis; ten opsigte van registrasie- en eksamendatums, inleweringsdatums vir werkopdragte - dikwels ook hoe werkopdragte en eksamens afgehandel moet word. 'n Belangrike rede hiervoor is blykbaar dat die Universiteit agtergeraak bet ten opsigte van die gebruik van moderne rekenaartegnologie, wat dit vir baie departemente makliker gemaak bet om vas te steek in 'n Victoriaanse model as om na 'n oop model te beweeg. Daar is enkele departemente wat nogtans reeds begin bet om die eerste tree in hierdie rigting te gee. 'n Grondige ondersoek na die kenmerke van die volwassene student het aangedui dat hulle voortgesette studie benader as 'n wyse waarop oplossings vir probleme in heersende omstandighede gevind kan word. Om hierdie en ander redes behoort andersoortige eise aan bulle gestel te word: die min of meer klakkelose reproduksie van kennis moet plek maak vir probleemoplossingsbenaderings. 'n Didakties gefundeerde, verantwoordbare model word in hierdie studie geformuleer, waarvolgens rekenaartegnologie ingespan word om op gefntegreerde elektroniese wyse afstandsonderwys aan tersiere volwassene studente te voorsien - met inagneming van die feit dat sodanige model studentgesentreer behoort te wees, maar dat daar ook in die dosent se behoeftes aan akademiese en administratiewe rekenaarstelsels voorsien moet word. Ten slotte word riglyne voorgestel om die model in bedryf te stel; daar word ook aanbeveel dat verdere navorsing gedoen moet word ten opsigte van geidentifiseerde leemtes wat buite die bestek van hierdie studie geval het. Slegs deur 'n model soos die voorgestelde een, met of sonder aanpassings te aanvaar, kan Unisa weereens die voortou neem in afstandsleer en afstandstudie. / This study presents a critical analysis of distance education, as it is currently offered by the University of South Africa. The conclusion is that distance education should offer students choices as to where, when and how they want to study. Unisa has fallen behind in this respect, because its particular model for providing distance education closely resembles a Victorian teaching model, and only really allows students to choose where they wish to study; not really when or how. In many respects it also resembles an industrial (factory) model: uniformity is demanded of its students in almost all respects; in respect of registration and examination dates, due dates for assignments, and often also how assignments and examinations should be completed. It appears that a fundamental reason for this is that the University has fallen behind by not employing modern technology, which made it easier to cling to a Victorian model, rather than move towards an open teaching model. However, some departments have already taken the first steps in moving towards such a model. A thorough examination of students as adults indicated that they approach further and continuing studies as a means of solving problems encountered in their daily situation. For this reason, amongst others, different demands should be made of them: rather than expecting them merely to reproduce knowledge more or less verbatim, they should be expected to adopt a problem solving approach. A didactically sound model is formulated in this study, by means of which computer technology may be integrated and employed in the electronic provision of distance education for adult tertiary students. Such a model should be student centred, providing also for the needs of lecturers in respect of academic and administrative computer systems. Finally, guidelines are suggested for putting this model into practice. It is also suggested that further research be done to fill in the gaps which fell beyond the bounds of this thesis. Unisa will only be able to take the lead in distance learning and distance education once again if a model such as the proposed model is adopted- with or without amendments. / Curriculum and Instructional Studies / D. Ed. (Didaktiek)

Text in Afrikaans / In hierdie studie word afstandsonderrig soos dit tans deur die Universiteit van Suid-Mrika aangebied word, krities en indringend ontleed. Die gevolgtrekking hieruit was dat afstandsonderwys wesenlik aan studente die keuse behoort te hied van waar, wanneer en hoe hulle wil studeer. Daar is bevind dat Unisa agtergeraak het omdat die huidige onderrigmodel baie ooreenkom met 'n negentiende-eeuse Victoriaanse model, waarvolgens Unisa aan sy studente eintlik net die keuse oorlaat van waar gestudeer word. Die huidige Unisamodel toon ook sterk ooreenkomste met 'n geindustrialiseerde of fabrieksmodel: op feitlik alle vlakke word eenvormigheid van sy studente vereis; ten opsigte van registrasie- en eksamendatums, inleweringsdatums vir werkopdragte - dikwels ook hoe werkopdragte en eksamens afgehandel moet word. 'n Belangrike rede hiervoor is blykbaar dat die Universiteit agtergeraak bet ten opsigte van die gebruik van moderne rekenaartegnologie, wat dit vir baie departemente makliker gemaak bet om vas te steek in 'n Victoriaanse model as om na 'n oop model te beweeg. Daar is enkele departemente wat nogtans reeds begin bet om die eerste tree in hierdie rigting te gee. 'n Grondige ondersoek na die kenmerke van die volwassene student het aangedui dat hulle voortgesette studie benader as 'n wyse waarop oplossings vir probleme in heersende omstandighede gevind kan word. Om hierdie en ander redes behoort andersoortige eise aan bulle gestel te word: die min of meer klakkelose reproduksie van kennis moet plek maak vir probleemoplossingsbenaderings. 'n Didakties gefundeerde, verantwoordbare model word in hierdie studie geformuleer, waarvolgens rekenaartegnologie ingespan word om op gefntegreerde elektroniese wyse afstandsonderwys aan tersiere volwassene studente te voorsien - met inagneming van die feit dat sodanige model studentgesentreer behoort te wees, maar dat daar ook in die dosent se behoeftes aan akademiese en administratiewe rekenaarstelsels voorsien moet word. Ten slotte word riglyne voorgestel om die model in bedryf te stel; daar word ook aanbeveel dat verdere navorsing gedoen moet word ten opsigte van geidentifiseerde leemtes wat buite die bestek van hierdie studie geval het. Slegs deur 'n model soos die voorgestelde een, met of sonder aanpassings te aanvaar, kan Unisa weereens die voortou neem in afstandsleer en afstandstudie. / This study presents a critical analysis of distance education, as it is currently offered by the University of South Africa. The conclusion is that distance education should offer students choices as to where, when and how they want to study. Unisa has fallen behind in this respect, because its particular model for providing distance education closely resembles a Victorian teaching model, and only really allows students to choose where they wish to study; not really when or how. In many respects it also resembles an industrial (factory) model: uniformity is demanded of its students in almost all respects; in respect of registration and examination dates, due dates for assignments, and often also how assignments and examinations should be completed. It appears that a fundamental reason for this is that the University has fallen behind by not employing modern technology, which made it easier to cling to a Victorian model, rather than move towards an open teaching model. However, some departments have already taken the first steps in moving towards such a model. A thorough examination of students as adults indicated that they approach further and continuing studies as a means of solving problems encountered in their daily situation. For this reason, amongst others, different demands should be made of them: rather than expecting them merely to reproduce knowledge more or less verbatim, they should be expected to adopt a problem solving approach. A didactically sound model is formulated in this study, by means of which computer technology may be integrated and employed in the electronic provision of distance education for adult tertiary students. Such a model should be student centred, providing also for the needs of lecturers in respect of academic and administrative computer systems. Finally, guidelines are suggested for putting this model into practice. It is also suggested that further research be done to fill in the gaps which fell beyond the bounds of this thesis. Unisa will only be able to take the lead in distance learning and distance education once again if a model such as the proposed model is adopted- with or without amendments. / Curriculum and Instructional Studies / D. Ed. (Didaktiek)

No summary available / Mathematical Sciences/Teacher Education / D.Phil.

Text in Afrikaans / Die Rektoraatsomsendskrywe word binne die Universiteit van Suid-Afrika (Unisa) gebruik as mondstuk vir die Bestuur, maar ook terselfdertyd om inligting van en/of oor Departemente, Afde lings en Institute aan ander Departement, Afde lings en Institute oor te dra. Veral inligting betreffende personeelaangeleenthede, departemente le aange l eenthede, gel eenthede aangebi ed deur 'n Departement, verandering in diensvoorwaardes, die beleid van Unisa, die eksterne publieke van Unisa en die verbetering van die algemene welstand van die personeel word versprei. Die vraag het ontstaan in welke mate hierdie kommunikasiekanaal effektief funksioneer. Daar wil ook vasgestel word hoe belangrik die Rektoraatsomsendskrywes as kommunikasiekanaal beskou word in die totale kommunikasiesisteem van Unisa. 1.3 PROBLEEMFORMULERING Die doel van hierdie studie is om die Rektoraatsomsendskrywe as kommunikasiekanaal binne Unisa te evalueer. 1.4 AANNAMES Die volgende aannames ten opsigte van die huidige status van die Rektoraatsomsendskrywe as kommunikasiekanaal aan Unisa gaan geverifieer en vergelyk word met die riglyne soos wat dit onder punt 3 uiteengesit word. Die Rektoraatsomsendskrywe word beskou as die belangrikste kommunikasiekanaal waardeur die Bestuur vinnig met alle Personeel gelyktydig kan kommunikeer. Die Rektoraatsomsendskrywe funksioneer nie optimaal nie. Personeel verkies Rektoraatsomsendskrywe in ten minste Afrikaans en Engels. Die uitleg van die Rektoraatsomsendskrywe voldoen nie aan die behoeftes van die personeel nie. 3 Te veel Rektoraatsomsendskrywe het gedurende 1995 verskyn, dit wil se oorlading het voorgekom. Die gedrukte formaat Rektoraatsomsendskrywe word verkies bo die Rektoraatsomsendskrywe in elektroniese formaat. Die verspreiding van sekere reekse Rektoraatsomsendskrywe aan sekere teikengroepe het tot gevolg dat inligting wat van toepassing is op alle personeel, slegs aan sekere groepe personeel gestuur word. Daar is nie konsekwentheid in die tipe inligting wat aan die verskillende teikengroepe gestuur word nie. / Communication Science / Unknown

Text in Afrikaans / Die probleem wat in hierdie studie aangespreek word, is die gebrek aan 'n didakties gefundeerde mediabenuttingstrategie vir afstandsonderwys. So 'n mediabenuttingstrategie behoort op 'n wetenskaplike ondersoek wat bestaande kennis en navorsing met 'n didaktiese besinning oor die moontlikhede en beperkinge van mediabenutting integreer, gebaseer te wees. Om hierdie probleem te oorkom word daar gepoog om 'n didakties verantwoorde grondslag vir die mediakundige ontwerp van mediabenutting in afstandsonderwys daar te stel waaruit 'n mediabenuttingstrategie vir afstandsonderwys saamgestel kan word wat ook binne die konteks van die Universiteit van Suid-Afrika toegepas kan word. Daar word dus vanuit 'n didaktiese perspektief na mediabenutting in afstandsonderwys gekyk. Daar word gepoog om aan te dui dat mediabenutting (van die mees eenvoudige tot die mees ingewikkelde) voorafgegaan behoort te word deur didakties gefundeerde mediakundige ontwerp. Eerstens word 'n aantal basiese uitgangspunte ten opsigte van didaktiese fundering en mediabenutting geformuleer. Die belangrikste aspekte wat aangespreek word, is die didaktiese situasie en mediabenutting, enkele grondliggende didaktiese riglyne, leerervarings, leergeleenthede en leerstofverwerking. Hierdie aspekte word as die onderbou beskou waarop doeltreffende mediakundige ontwerp in afstandsonderwys gefundeer behoort te word. Daarna word daar teen die agtergrond van didaktiese ontwerpmodelle, kommunikatiewe beeldeienskappe en media-eienskappe aangetoon dat mediakundige ontwerp 'n integrale deel van didaktiese ontwerp behoort te wees. 'n Uitgebreide model vir die beplanning van doeltreffende mediabenutting word daargestel om benut te kan word as 'n kontrole-instrument vir die mediakundige ontwerp van doeltreffende didaktiese gesprekke. In hierdie verband word daar klem gelê daarop dat 'n verskeidenheid van kundighede (vakinhoudelik, didaktiese fundering, afstandsonderwys, mediakundige antwerp, praktiese en tegniese mediakundige aspekte, en so meer) nodig is om op 'n doeltreffende wyse sinvolle mediabenutting tydens didaktiese gesprekke te verseker. Enkele aspekte rakende afstandsonderwys in die algemeen word daarna vanuit 'n mediakundige perspektief ondersoek met verwysing na die kernaspekte wat in definisies en beskrywings van afstandsonderwys voorkom. Enkele aspekte, spesifiek ten opsigte van mediabenutting in afstandsonderwys, word bespreek en 'n aantal tendense uit die literatuur word geidentifiseer. 'n Moontlike scenario ten opsigte van mediabenutting in afstandsonderwys word voorgestel met spesiale verwysing na die Universiteit van Suid-Afrika. Die tersiere afstandsonderwyssituasie en mediabenuttingsmoontlikhede in afstandsonderwys word ook binne die konteks van die Universiteit van Suid-Afrika verbesonder. Hieruit word 'n didakties verantwoorde strategiese plan vir mediabenutting aan die Universiteit van Suid-Afrika gesintetiseer. Laastens word aandag geskenk aan 'n aantal verbandhoudende bevindings, gevolgtrekkings en aanbevelings wat uit die studie voortvloei. Hierdie aspekte gee dan ook aanleiding tot aanbevelings vir toekomstige navorsing binne die veld van mediabenutting in afstandsonderwys. / The problem addressed in this study is the lack of a didactically based strategy for media utilisation in distance education. A strategy such as this should be based on a scientific investigation integrating existing knowledge and research with didactic reflection on the prospects for and limitations of media utilisation. To surmount this problem, an attempt is made to create a didactically responsible basis for media design for media utilisation in distance education. It is pointed out that media utilisation should be preceded by didactically based media design. First, a number of basic points of departure are formulated with regard to didactic grounding and media utilisation. The most important aspects that are addressed are basic didactic guidelines, learning experiences, opportunities for learning and the processing of the learning material. These aspects are regarded as the substructure on which effective media utilisation in distance education should be based. Next, against the background of didactic design models, communicative image characteristics and media characteristics, it is demonstrated that media design should be an integral part of didactic design. An expanded model for planning effective media utilisation is proposed. In this connection emphasis is placed on the need for a variety of skills in order to ensure effective and significant media utilisation during didactic discourse. Some aspects of distance education in general are then investigated from a media-related perspective, with reference to the central aspects that appear in definitions and descriptions of distance education. Some aspects that specifically relate to media utilisation in distance education are discussed and a number of trends in the literature are identified. A proposal is made regarding a possible scenario regarding media utilisation in distance education, with special reference to the University of South Africa. Tertiary distance education and the prospects for media utilisation in distance education are also highlighted within the context of the University of South Africa. Finally, attention is given to a number of related findings, conclusions and recommendations that emanate from the study. These aspects also lead to recommendations for future research within the field of media utilisation in distance education. / Curriculum and Instructional Studies / D. Ed. (Didaktiek)

This twofold study is concerned with the status of library skills within the realm of undergraduate students' information handling skills. The main problem under investigation is whether students require library skills in order to be information literate. In the first phase of the study, a conceptual analysis is done of information literacy and information skills, and a typology of information skills is drawn up. The skills in the typology range from lower level locating skills to higher level cognitive skills such as synthesizing and evaluating. Library skills (as taught in user education programmes) are identified and placed within the information skills typology, resulting in a model of library and information skills. This model indicates that library skills can be subsumed under generic information skills but that they fall only within the lower level of information handling skills. It therefore cannot be concluded that library skills are integral to information literacy. However, it is proposed that library skills represent a prototype of information gathering strategies, and if taught as such they would be more relevant to the lifelong learning aspect of information literacy. The second phase of the project consists of three empirical studies, where the role of library skills at first year level in a distance learning institution is investigated, using the University of South Africa (Unisa) as an illustrative example. The grounded theory style of qualitative research is used to explore the attitudes of lecturers towards the need for library skills in students. Based on the findings, two grounded theories of library skills requirements are proposed: a theory of library skills nescience at Unisa, and a generalized theory of library skills requirements at a distance learning institution. It is suggested that if librarians intend to be involved in information literacy teaching, they need to convince lecturers of the importance of independent information seeking for students, should promote the prototype of information gathering strategies, and form a partnership between themselves and lecturers with the intention of teaching information gathering strategies across the subject curriculum. / Information Science / D. Bibl.