Within an increasing number of organisations cloud storage is becoming more common as large amounts of data from people and projects are being produced, exchanged and stored (Chang & Wills, 2016: 56). In fact, “technology has evolved and has allowed increasingly large and efficient data storage, which in turn has allowed increasingly sophisticated ways to use it (Staff, 2016: n.p.). Thus, the aim of this study is to investigate the perceptions of reliability, efficiency and feasibility of data storage technology. The investigation is done by addressing claims and perceptions of data storage technology within the Faculty of Science at UCT. This study intends to determine if cloud storage is the future of storing, managing and preservation of digital data. The study used a qualitative research method grounded by Management Fashion Theory. Data was collected from three case studies from the Faculty of Science, and also from a desktop internet search on the marketing of cloud storage. Data collection from the case studies was facilitated through semi-structured interviews and from three researchers and academics who are working on cloud storage projects. Main themes that guided the dialogue during data collection originated from reviewed literature. The study concludes that cloud storage is the way forward for storing, sharing and managing research data. Academic researchers find storing data on cloud beneficial; however, it comes with challenges such as costs, security, access, privacy, control and ethics.

Includes abstract. / Includes bibliographical references (leaves 166-174). / In an era where knowledge is increasingly seen as an organization’s most valuable asset, many firms have implemented knowledge-management systems in an effort to capture, store, and disseminate knowledge across the firm. The creation and transfer of knowledge in an organization has become a critical factor in an organization’s success and competitiveness.

Includes bibliographical references (leaves 101-105). / Information plays a crucial role in people's lives. Members of Parliament (MPs) as decision makers therefore need to be equipped with information so that they can be able to make sound decisions based on facts. They need to have access to different types of information sources such as newspapers, both local, regional and international, journals and books. Libraries of parliaments are and should also be seen to be making it easier for MPs to access information. This study investigates the information needs and information-seeking behaviour of MPs of the Lesotho parliament. A survey was done where questionnaires and interviews were used to collect data from 120 members of the National Assembly and 33 Senators who all comprise Members of Parliament of Lesotho. The questionnaire consisted of both the open-ended and closed ended questions. Through the open-ended questions, the researcher was able to get more details which could not be found in short-ended questions. Interviews were also used to give the respondents the opportunity to say more of what they could not be able to say in the questionnaire. However only a selected questions were picked where the researcher felt that the respondents could further express themselves. Only five willing respondents were used in the interviews as others were not willing to be interviewed. Telephone interview was chosen as more convenient by respondents since they do not have much time during the day due to their parliamentary work commitments.MPs in Lesotho have indicated their information needs as all information that can be helpful in their parliamentary work such as during debates, when attending meetings be it workshops, conferences and interviews on political issues. Besides other information sources, such as newspapers, reports and the Internet, MPs rely mostly on books. They also use other fellow parliamentarians as sources of information.

In this study, the information-seeking behaviour of Grade R practitioners in the Ekurhuleni Metropolitan Municipality in Gauteng Province, South Africa was investigated. The investigation included determining information needs, information sources often consulted, actions and strategies used when seeking information and challenges faced by these practitioners when seeking information. Early Child Development practitioners need information to increase their knowledge for optimum performance of their duties. Literature points to a possibility that if the Grade R practitioners can have access to relevant, accurate and timeous information and gain essential information retrieval skills, they might develop capacity for innovation, creativity and ultimately improve their teaching. Currently, Ekurhuleni Metropolitan Municipality libraries do not have any service dedicated to Early Child Development practitioners, yet Early Child Development is a national government priority stipulated in the National Development Plan. In the interest of developing relevant information services for Early Child Development practitioners, as Early Child Development is one of the national priorities, the researcher needed to ascertain their information needs and information-seeking behaviour. Using Leckie, Pettigrew and Sylvain's General Model of the Information Seeking of Professionals as the theoretical framework; and situated within interpretivist paradigm, the study took a qualitative approach to collect data through group discussions and an interview with a key informant. The results are based on seven focus group discussions with the practitioners from public schools, independent schools and community-based Early Child Development centres. These show that the practitioners' most popular information sources are Google, social media, especially Pinterest, and their colleagues. The major barriers to information access are time restraints and language. The nature of information needed to perform their tasks ranges from curriculum-related information, various child development oriented topics, legislation and information related to their personal and professional development. A few participants who claimed to use libraries indicated that they use neither the library catalogue nor the online databases in the library. In fact, they preferred to browse the shelves to find books and had never asked the library staff for any assistance. The majority of the participants do not use libraries, even though they appreciated the importance of information and library services in providing critical information for execution of their duties. To satisfy the demand for information, it is recommended that the Ekurhuleni Metropolitan Municipality libraries and the Gauteng Department of Education school libraries should consider a coordinated and accessible library and information service that supports Early Child Development practitioners. The plans and design of library and information service in the Ekurhuleni Metropolitan Municipality should accommodate the information needs expressed by the Grade R practitioners. Keywords: Early childhood practitioner, Grade R, pre-preparatory, pre-school, pre-primary, information-seeking behaviour, Ekurhuleni Metropolitan Municipality, early childhood development, library and information service(s).

The aim of the study was to examine students' adoption and perceptions of library and information mobile services at the University of Namibia (UNAM), Main Campus. The research objectives were: to assess factors influencing students' adoption and use of wireless technologies that enable them to access library and information services at UNAM Main Campus; to determine the challenges/opportunities that students face when accessing library and information mobile services at UNAM Main Campus; and to identify students' perceptions of the library and information mobile services offered by UNAM Main Campus library. The study employed a mixed methods approach to gather and analyse data, and was supported by the Diffusion of Innovations theory (DOI). Data were collected from students using a convenience sampling method while purposive sampling was suitable to gather the qualitative data from library staff. Data collection from students was facilitated through a questionnaire, and library staff were interviewed. The study findings showed that mobile phones and laptops have been widely adopted and used by UNAM students. The study concludes that the attributes of innovation (relative advantage, compatibility, complexity, trialability and observability) are considered to be the influencing factors in the adoption and use of wireless technologies that enable students to access library and information services. The study results indicated that students enjoy the benefits which wireless technologies provide such as mobility, flexibility, convenience, engagement and communication in improving learning and academic performance and specifically in accessing library and information mobile services. However, slow network speed/network congestion during peak hours, limited Wi-Fi network coverage in areas and network downtime are some of the challenges that are frequently experienced and frustrate UNAM students when learning and accessing library information services. Though some students are not satisfied with the current provision of library services, and perceived them as inadequate due to limited access, lack of awareness and marketing of mobile services, and lack of a library mobile application, the majority of students perceived library services as adequate due to regular instant interactions and communications via emails, telephones and social networks that they exchange with librarians. The study recommends, among other things, that UNAM library staff be innovative in marketing and creating awareness of information resources and services to attract more students and increase library usage. Since there is no mobile application at vi UNAM library, the study recommends that the library design a mobile application to assist in providing library services to users with mobile devices.

This study explored the impact of library instruction (LI) on the Human Sciences Research Council (HSRC) staff, in support of achieving their research and academic goals. The study used a mixed methods sequential explanatory design, which consisted of two separate phases: quantitative data collection followed by qualitative data collection. The researcher surveyed the HSRC staff members, by using two online questionnaires. The first was for staff members who previously attended LI and the second for those who had never attended. A Likert scale was used to gauge the extent to which a participant agreed or disagreed with certain statements posed. A combination of open and closed ended questions were used in the questionnaire. The researcher used the free survey software Google forms to create and disseminate the quantitative questionnaires. The data files were then downloaded from Google forms into an Excel file and uploaded into Statistical Package for the Social Sciences (SPSS) for analysis. Participants volunteered for a follow‐up interview; this option was included in both questionnaires. The researcher had separate semi-structured interview guides for staff who attended and for those who never attended LI. Face‐to‐face and telephonic interviews were used to gather data. Interviewees were asked to sign a consent form, granting the researcher permission to audio record the interview. The total number of staff members, with valid e‐mail addresses that were sampled was 385. The total response rate was 27%. A total of 104 staff responded, with 69 staff members responding to the questionnaire for those who had attended LI and 35 staff responding to the questionnaire for those who had never attended LI. There were 40 staff members who volunteered to be interviewed, the researcher interviewed the first 30 who responded with signed consent forms. The findings illustrated that LI had a positive influence on the ability of the staff to achieve some of their research and academic goals. Participants indicated that they developed and learned new skills by attending LI. They also attributed their ability to find relevant sources, critically evaluate information and use information responsibly iv due to LI. LI however had little influence on staff publishing more, finding and applying for researching funding, or increasing citation counts. The findings provided an opportunity for the HSRC LI team to develop and explore alternative methods to contribute to staff success in these areas. The study also found that the HSRC library could explore the need for alternative instructional models, consider hosting LI sessions for similar post level groupings and consider offering more LI classes so staff could have more opportunities to attend.

Includes bibliographical references (leaves 121-129). / The use of Computer Mediated Communication (CMC) is seldom questioned in the First World, as it is perceived as being one of the components of everyday working life. It contributes towards research and communication within higher education institutions. With regard to the South African context, the question arose whether the application of CMC in Historically Disadvantaged Institutions (HDl's) within the specific area of the Eastern Cape, is on a par with that at Historically Advantaged Institutions (HDI's) in the same region. The University of Fort Hare represents a typical HDI and the University of Port Elizabeth a HAL

Includes bibliographical references (leaves 110-122). / Many technological challenges today require libraries and various stakeholders to embark on student learning and empower students with the necessary information skills to function efficiently and effectively in the global information age. The aim of this study was to investigate the role played by the University of Fort Hare Library in the enhancement of information literacy. A survey method was selected. Findings and recommendations from students, the lessons of information literacy at the University Fort Hare library and other libraries are presented. Recommendations about what the library needs to do to empower students for lifelong learning is also presented.

Includes bibliographical references (leaves 106-115). / This dissertation defines knowledge in terms or traditional epistemological ideals and as a strategic resource. Knowledge management is defined in terms or the ability or organizations to manage knowledge as a strategic resource in order to gain all advantage from it. In the knowledge management framework, knowledge is presented as a continuum consisting of tacit, implicit and explicit knowledge. Tacit and implicit knowledge is managed through the acknowledgement of the social nature of knowledge. One method to achieve this is communities of practice. On the other end of the spectrum, explicit knowledge is very close in nature and character to information. Due to the expansion of available information resources the design and structure of information (explicit knowledge) for effective retrieval has become very important. Information architecture is a field that specializes in the design and structure of information for effective retrieval. Traditional information architecture tools such as metadata and subject classification address some of the issues, but experience difficulty in heterogeneous environments such as the Internet. Topic maps are considered as a possible solution to the concerns of metadata classification and subject based classification. Due to the extent and nature of the information recorded in a topic map, it becomes an information resource in itself. Topic maps also act as an enabling technology for knowledge management as it maps the complex relationships between concepts and include a range of information resources. The conclusion of this dissertation is the representation of a conceptual model based on the themes developed in this dissertation. The main advantage of the conceptual model is the clear and direct link between knowledge management and information architecture.

Includes bibliographical references (leaves 130-143). / The paper deals with the role of literacy materials in adult education in two Cape Town public libraries, namely Bellville South and Milnerton public libraries. Adult education is education that is provided to adult who lack basic education. It involves the teaching of writing, reading, calculation skills and developmental and functional skills such as income generation skills. Literacy programmes are supported by both teaching and reading materials that are usually made available in public libraries and literacy classes. The objectives of the study were to investigate the availability of locally produced literacy materials for use in literacy programmes in public libraries, the types and features of these materials and the suitability of literacy materials in acquisition of literacy skills. Milnerton and Bellville South public libraries were used as case studies because they had literacy programmes and literacy materials in their libraries. The Stikland Learning Centre was also included because it was partly managed by the Bellville South librarian. The enrolled learners in these literacy programmes, facilitators, librarians and providers were interviewed using face to face interviews. Publishers, (Viva Books. New Readers Project and Project literacy) were also interviewed. The study showed that both public libraries provided literacy programmes that aim to equip the learners with survival and functional skills. Although they also provided literacy materials to support and maintain the literacy skills, such materials were not sufficient in literacy classes because some learners did not have literacy materials in their classes. The available reading materials in public libraries also need to be adapted so that they can meet the educational and cultural needs of the users. The research also showed that there are two types of literacy materials, namely learning or instructional and reading or informational materials. Learning materials include study guides, manuals and worksheets. They are usually provided by the literacy providers and their main aims are to support the acquisition of literacy skills and they are also used for assessment purposes. Reading or informational materials are usually provided by the public libraries and they are used to maintain the newly acquired skills. The availability of these materials is important for the success of literacy programmes and to avoid relapse into illiteracy. These materials are published by various publishers such as New Readers Project (NRP), Viva Books. Project Literacy (literacy provider) and government departments such as the Department of Education. They are published in various South African languages. Both learning and reading materials were characterized with simple languages, colourful pictures and large fonts, aiming to equip learners with the developmental and survival skills that are based on their daily activities. The learners' daily activities included reading the bus/train schedule, writing CVs and job searching related skills, reading medical prescription and reading road signs. The use of either local languages or official language in these materials is determined by the needs of the learners and the language that is used in their literacy programmes.