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Owusu-Ansah, C. M., Rodrigues, A., & Van der Walt, T. (2019). Integrating Digital Libraries Into Distance Education: A Review Of Models, Roles, And Strategies. Turkish Online Journal of Distance Education, 20,
Abstract
This study examines ongoing efforts by academic libraries to integrate digital resources into distance education courses. The study adopts a conceptual approach and it is thematically focused on the concepts of distance education and digital libraries; academic library models in distance education; the role of digital libraries in distance education; and strategies for integrating digital libraries into distance education. Through a systematic literature review and thematic analysis of extant literature, the paper concludes that academic libraries must pragmatically integrate digital libraries into the distance education curriculum by highlighting the role of digital libraries in the academic community and her processes. In this way, digital libraries may not be perceived as just content providers, but as significant agents of transformative learning.
This study examines ongoing efforts by academic libraries to integrate digital resources into distance education courses. The study adopts a conceptual approach and it is thematically focused on the concepts of distance education and digital libraries; academic library models in distance education; the role of digital libraries in distance education; and strategies for integrating digital libraries into distance education. Through a systematic literature review and thematic analysis of extant literature, the paper concludes that academic libraries must pragmatically integrate digital libraries into the distance education curriculum by highlighting the role of digital libraries in the academic community and her processes. In this way, digital libraries may not be perceived as just content providers, but as significant agents of transformative learning.
Teixeira da Silva, J.A., Adjei, K.O.K., Owusu-Ansah, C.M., Sooryamoorthy. R., Balehegn, M. (2019). Africa’s challenges in the OA movement: risks and possibilities. Online Information review, ,
Abstract
Purpose – The purpose of this paper is to assess the status of the open access (OA) movement on the African continent, and if there is any financial or moral exploitation by dominant “foreign” world powers. OA provided the African intellectual community with a tool to prove its academic prowess and an opportunity to display cultural and intellectual independence. OA publishing is prone to abuse, and some in Africa have sought to exploit the OA boom to profit from non-academic activity rather than use this tool to glorify Africa’s image and diversity on the global intellectual stage. These issues are explored in detail in the paper. Design/methodology/approach – The authors broadly assessed literature that is related to the growth and challenges associated with OA, including the rise of OA mega journals, in Africa. Findings – African OA journals and publishers have to compete with established non-African OA entities. Some are considered “predatory”, but this Jeffrey Beall-based classification may be erroneous. Publishing values that African OA publishers and journals aspire to should not equal those published by non-African publishing entities. Africa should seek solutions to the challenges on that continent via Africa-based OA platforms. The budding African OA movement is applauded, but it must be held as accountable as any other OA journal or publisher. Originality/value – African scholars need to reassess the “published in Africa” OA image.
Purpose – The purpose of this paper is to assess the status of the open access (OA) movement on the African continent, and if there is any financial or moral exploitation by dominant “foreign” world powers. OA provided the African intellectual community with a tool to prove its academic prowess and an opportunity to display cultural and intellectual independence. OA publishing is prone to abuse, and some in Africa have sought to exploit the OA boom to profit from non-academic activity rather than use this tool to glorify Africa’s image and diversity on the global intellectual stage. These issues are explored in detail in the paper. Design/methodology/approach – The authors broadly assessed literature that is related to the growth and challenges associated with OA, including the rise of OA mega journals, in Africa. Findings – African OA journals and publishers have to compete with established non-African OA entities. Some are considered “predatory”, but this Jeffrey Beall-based classification may be erroneous. Publishing values that African OA publishers and journals aspire to should not equal those published by non-African publishing entities. Africa should seek solutions to the challenges on that continent via Africa-based OA platforms. The budding African OA movement is applauded, but it must be held as accountable as any other OA journal or publisher. Originality/value – African scholars need to reassess the “published in Africa” OA image.
Mensah, M. & Owusu-Ansah, C. M. (2018). Embedded library practices in Africa: A literature review. All Nations University Journal of Applied Thought (ANUJAT), 6,
Abstract
Embedded library practices are being adopted in many academic libraries to integrate librarians in the research agenda of their institutions. The purpose of this study was to explore the changing role of embedded librarians in academic libraries and how African academic libraries, particularly, in Uganda, Ghana, and Nigeria are exploiting this practice to promote their expertise. The study employs a literature review approach by analysing the extant literature on the subject. The review revealed that most embedded librarianship takes the form of a librarian taking on a dual role as teacher-librarian teaching information literacy or as a co-teacher in another subject who helps with information literacy and research writing around that subject. In some other instances, librarians are involved in online programmes to complement information literacy skills. Most significantly, the review has brought to the fore the challenge of limited literature on embedded librarianship on the African continent. However, in the selected cases in which the literature was reviewed, it was found that a number of practices are being adopted by libraries and librarians, albeit unconsciously, to integrate the library into the work of researchers in their institutions.
Embedded library practices are being adopted in many academic libraries to integrate librarians in the research agenda of their institutions. The purpose of this study was to explore the changing role of embedded librarians in academic libraries and how African academic libraries, particularly, in Uganda, Ghana, and Nigeria are exploiting this practice to promote their expertise. The study employs a literature review approach by analysing the extant literature on the subject. The review revealed that most embedded librarianship takes the form of a librarian taking on a dual role as teacher-librarian teaching information literacy or as a co-teacher in another subject who helps with information literacy and research writing around that subject. In some other instances, librarians are involved in online programmes to complement information literacy skills. Most significantly, the review has brought to the fore the challenge of limited literature on embedded librarianship on the African continent. However, in the selected cases in which the literature was reviewed, it was found that a number of practices are being adopted by libraries and librarians, albeit unconsciously, to integrate the library into the work of researchers in their institutions.
Buer, V.B., Owusu-Ansah, C.M., & Acquah, G.K. (2016). Facebook use among students of University of Education, Winneba. Ghana Library Journal, 26,
Abstract
The paper investigates how chosen samples of students of the University of Education, Winneba on all of its four campuses have been using Facebook. Questionnaire was used to elicit responses from respondents on all the four campuses of the University. The questionnaire comprising 19 questions relating to social networking was given to students in classroom to complete. The study investigates how often students use Facebook, the purposes for using the Facebook and what they actually do on Facebook. The findings indicate that students mainly used Facebook for communication, were careful in sharing of information, pictures and in making comments but privacy concerns were ignored. Conclusion is drawn and recommendations made for the use of Facebook by the students.
The paper investigates how chosen samples of students of the University of Education, Winneba on all of its four campuses have been using Facebook. Questionnaire was used to elicit responses from respondents on all the four campuses of the University. The questionnaire comprising 19 questions relating to social networking was given to students in classroom to complete. The study investigates how often students use Facebook, the purposes for using the Facebook and what they actually do on Facebook. The findings indicate that students mainly used Facebook for communication, were careful in sharing of information, pictures and in making comments but privacy concerns were ignored. Conclusion is drawn and recommendations made for the use of Facebook by the students.
Owusu-Ansah, C.M., Rodrigues, A., Van der Walt, T. (2018). Factors influencing the use of digital libraries in distance education in Ghana. Libri, 68,
Abstract
The purpose of this study was to explore the extent to which individual factors such as academic tasks, preference for print sources and information skills influence distance learners’ use of digital libraries in a teacher distance education programme at the University of Education, Winneba in Ghana. The population of the study consisted of 1,834 distance students and from a sample size of 641 distance learners spread across three distance study centers, namely, Winneba (247), Kumasi (276) and Asante-Mampong (118). A total of 453 (70.67 percent) distance learners, selected randomly, completed a 31-item questionnaire. In addition, 30 distance education tutors, four coordinators and four librarians were purposively selected to participate in the study. The findings showed that academic tasks of distance learners did not require them to use digital library resources, which resulted in low or no academic use of digital libraries. The findings also pointed to a high preference for print resources among distance learners which resulted in the low use of digital library resources. Finally, it was noted that even though most of the distance learners possessed basic ICT skills, this did not result in their of use of digital library resources. To improve digital library use in distance education, it is recommended that academic librarians seek and foster collaboration in teaching information literacy and library instruction in distance education, an approach which must be backed by a policy that mandates the use of (digital) library scholarly resources in teaching and learning in distance education. It is also recommended that the Centre for Distance Education and the University Library collaborate to offer training programmes in specific digital resources and general information literacy courses for all distance education stakeholders in the university to boost digital library use.
The purpose of this study was to explore the extent to which individual factors such as academic tasks, preference for print sources and information skills influence distance learners’ use of digital libraries in a teacher distance education programme at the University of Education, Winneba in Ghana. The population of the study consisted of 1,834 distance students and from a sample size of 641 distance learners spread across three distance study centers, namely, Winneba (247), Kumasi (276) and Asante-Mampong (118). A total of 453 (70.67 percent) distance learners, selected randomly, completed a 31-item questionnaire. In addition, 30 distance education tutors, four coordinators and four librarians were purposively selected to participate in the study. The findings showed that academic tasks of distance learners did not require them to use digital library resources, which resulted in low or no academic use of digital libraries. The findings also pointed to a high preference for print resources among distance learners which resulted in the low use of digital library resources. Finally, it was noted that even though most of the distance learners possessed basic ICT skills, this did not result in their of use of digital library resources. To improve digital library use in distance education, it is recommended that academic librarians seek and foster collaboration in teaching information literacy and library instruction in distance education, an approach which must be backed by a policy that mandates the use of (digital) library scholarly resources in teaching and learning in distance education. It is also recommended that the Centre for Distance Education and the University Library collaborate to offer training programmes in specific digital resources and general information literacy courses for all distance education stakeholders in the university to boost digital library use.
Owusu-Ansah, C.M., Rodrigues, A., & Van der Walt, T. (2018). Going the full distance: Strategic support for digital libraries in distance education. Journal of Librarianship and Information Science, ,
Abstract
Many African universities have employed distance education to expand access to education and digital libraries can ensure seamless access to information for distance learners. The purpose of this study was to investigate the availability of policies and strategic initiatives for developing digital library services in distance education at the University of Education, Winneba in Ghana. The study relies on the results of semi-structured interviews with selected librarians of the University, and institutional document analysis. The study found that digital library use in distance education at the University is seriously hampered due to the absence of strategic support, consistent policies and dedicated funding for digital library initiatives.
Many African universities have employed distance education to expand access to education and digital libraries can ensure seamless access to information for distance learners. The purpose of this study was to investigate the availability of policies and strategic initiatives for developing digital library services in distance education at the University of Education, Winneba in Ghana. The study relies on the results of semi-structured interviews with selected librarians of the University, and institutional document analysis. The study found that digital library use in distance education at the University is seriously hampered due to the absence of strategic support, consistent policies and dedicated funding for digital library initiatives.
