Browsing by Author "Majinge, Rebecca M."

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Access to electronic and print information resources by people with visual impairments in university libraries: A review of related literature
(Emerald Publishing Limited, 2018) Majinge, Rebecca M.; Mutula, Stephen
The purpose of this paper is to discuss the implication of copyright on access to electronic and print information resources by people with visual impairments in university libraries. The paper examines the extent to which electronic and print information resources in university libraries are accessible to people with visual impairments; the extent to which existing national/international copyright laws facilitate or hamper access to electronic and print information resources by people with visual impairments; examine challenges facing people with visual impairments in accessing electronic and print information resources; and how these challenges can be ameliorated.
Ethical Aspects of Doctoral-Research Advising in the Emerging African Information Society
(Library Trends, Johns Hopkins University Press, 2015) Mutula, Stephen; Majinge, Rebecca M.
This paper discusses the ethical aspects of doctoral-research advising in the emerging African information society from an African perspective. It addresses the following research questions: What is the status of information ethics in Africa? What theoretical frameworks are available to illuminate the ethical dimension of the emerging African information society? To what extent are ethical aspects of the emerging African information society integrated into doctoral research advising in library and information science in Africa? What are the roles and obligations of the supervisor and supervisee in doctoral research? How is information and communication technology (ICT) being used to enhance doctoral-research advising? The paper is underpinned by various ethical theoretical models, such as the Trust Model, Hayward Power Relations, classical and contemporary ethical traditions, and game theory. It relies upon a literature survey to address the research problems. Results reveal, among other things, the milestones achieved by African scholars in promoting information ethics through curriculum development and research. However, there is a need for the evolving information society to take cognizance of African cultural contexts. The results also reveal that supervisor–supervisee relationships are constrained. The ethical dimension of the emerging African information society should be infused into the doctoral-research process to improve the relationships of supervisor and supervisee. This should be supported by responsible use of ICT, taking into account the Africa cultural context and African values to facilitate the doctoral-advising process. All these should be buttressed by an enabling policy framework at the institutional level to promote harmony and productivity in doctoral research.
'I don't want to be carried like luggage': disability and physical access to Tanzanian academic libraries
(UNISA Press, 2015-01) Majinge, Rebecca M.; Stilwell, Christine
This article reports on an empirical study which investigated access for people in wheelchairs and/or with visual impairments to Tanzanian academic libraries. A pragmatism paradigm and Oliver's (1990) social model of disability were employed as well as the International Classification of Functioning, Disability and Health (ICF). Using quantitative and qualitative methods, questionnaires, interview schedules and an observation checklist were used to collect data. The study sample from the libraries of five Tanzanian higher education institutions (HEIs) totalled 196 respondents. The respondents were library directors, other professional library and disability unit staff, Ministry of Education's Special Needs Unit staff, and people in wheelchairs and/or with visual impairments. The study found that there were no functioning lifts and/or ramps in the academic libraries studied which could have enabled these users to reach the upper floors where the information resources or services were located. For academic libraries to provide services which are inclusive, as well as certain special services for users with disabilities, various guidelines need to be implemented. Examples include library buildings having working lifts and/or ramps, and signage and location devices appropriate for people with visual impairments. The study findings could be used to improve physical access to these academic libraries.
ICT Use in Information Delivery to People with Visual Impairment and on Wheelchairs in Tanzanian Academic Libraries
(African Journal of Library, Archives and Information Science, 2014-10) Majinge, Rebecca M.; Stilwell, Christine
This paper investigated the role of Information and Communication Technologies (ICTs) in information delivery for people with visual impairment and on wheelchairs in Tanzanian academic libraries. A pragmatism paradigm and the social model of disability of Oliver were employed using both quantitative and qualitative methods. Questionnaire, interview schedules and an observation checklist were used to collect data. The study population comprised library directors, other professional library staff, disability unit staff, people with visual impairment, and on wheelchairs and staff from the Ministry of education’s Special Needs Unit. A sample of 196 respondents was surveyed. The study found that ICTs facilitated information provision for people with these disabilities but that there was no adaptive or assistive equipment in Tanzanian academic libraries for them. Academic libraries should install assistive ICT equipment to facilitate information delivery easily, independently and remotely to people with visual impairments and in wheelchairs.
“If you can’t see go and start the weekend”: towards the provision of information resources to students with visual impairments in Tanzanian academic libraries.
(iConference 2017 Proceedings, 2017) Majinge, Rebecca M.; Stilwell, Christine
This article reports on an empirical study which examined information resources provision to people with visual impairments in five Tanzanian academic libraries. A pragmatism paradigm and Oliver’s social model of disability were employed as well as the International Classification of Functioning model. Quantitative and qualitative methods, including questionnaires, interview schedules and an observation checklist were used to collect data. The study population of 196 respondents comprised library directors, other professional library staff, disability unit staff, students with visual impairments and staff from the Ministry of Education’s Special Needs Unit. This paper adds to the small body of current literature on this group. The study found that there were no alternative materials for this group in Tanzanian academic libraries; hence they used normal print information resources with the aid of volunteer readers. Information resources in Braille and large print, as well as other assistive technologies are required for people with visual impairments. Students’ practical suggestions give some pointers to how services to diverse and dispersed target audiences of people with visual impairments could be improved. The data gathered could be used in collaboration with regional lobby groups to address the immense gaps in service.
The integration of special needs for people living with disabilities into Tanzania’s LIS curriculum
(South African Journal of Libraries and Information Science, 2020-05-18) Majinge, Rebecca M.; Msonge, Vincent Tilubuzya
This paper presents the findings of a study that examined the integration of special needs into the Library and Information Science (LIS) curriculum by Tanzania’s library schools. The social model of disability by Oliver (1990) underpinned the study, which deployed both quantitative and qualitative research approaches in a survey research design. A questionnaire, an interview and content analysis were used in data gathering. The study found that special needs in the LIS programme are integrated at one university as an elective but not covered as a core subject. The study found that the integration of special needs into the LIS curriculum is important in improving library services. Furthermore, it was established in this study that the integration of special needs into the LIS curriculum faced the challenge of relying on library staff who lacked training in special needs in addition to lacking assistive equipment. In addition, inadequate funding, lack of appropriate information resources, and lack of sensitisation and awareness of universities and government decision-makers were other challenges the study identified. The study recommends that courses for meeting special needs are compulsory for undergraduates as well as postgraduates in LIS, but also in disciplines such as engineering and information technology, so that universally accessible buildings that integrate the needs of people with disabilities are built, so that websites suitable for people with disabilities are designed, and so that librarians select and acquire information resources and assistive equipment related to people with disabilities. The government should supply adequate funds to all universities to support people living with special needs.
Library service provision for people with visual impairments and in wheelchairs in academic libraries in Tanzania
(South African Journal of Libraries and Information Science, 2013-01) Majinge, Rebecca M.; Stilwell, Christine
This article is based on a study that examined library services provision for people with visual impairments and in wheelchairs in academic libraries in Tanzania. The article looks at access to the information resources available and the layout of library buildings in five universities in Tanzania. The broader issues in this study were grounded in the importance of access to information as a fundamental right and, particularly, in university studies. The study drew on a pragmatism paradigm and the social model of disability of Oliver which emphasises universal access as the norm. Both quantitative and qualitative methods were used to conduct survey and observation-based research. The findings reveal that academic libraries provide services to people with visual impairments and in wheelchairs but these services are not inclusive or universal. The study therefore recommends that academic libraries, as manifest in the social model, should strive to provide inclusive services to all users including people with disabilities. To achieve this universal access requires the formulating of policy regarding provision of library services to people with disabilities, providing adequate budgets and staff training. In addition, practical measures are needed such as constructing library buildings with ramps and maintaining working lifts, acquiring Braille and large print information resources, as well as providing assistive equipment.
Library services’ provision for people with visual impairments and in wheelchairs in academic libraries in Tanzania
(University of KwaZulu-Natal, 2014-02) Majinge, Rebecca M.
This study examined library services’ provision for people with visual impairments and in wheelchairs in academic libraries in Tanzania. It looked into access to the information resources available and the layout of library buildings in five universities. The universities studied were University of Dar es Salaam (UDSM), Open University of Tanzania (OUT), Dar es Salaam University College of Education (DUCE), Sebastian Kolowa Memorial University (SEKOMU) and St. John’s University of Tanzania (SJUT). The broader issues in this study were drawn from issues relating to the importance of access to information as a fundamental human right. The main research question the study sought to answer was what services do academic libraries provide for people with visual impairments and in wheelchairs? Specific subsidiary research questions were what is the physical layout of academic libraries in Tanzania? what information resources are provided by academic libraries for people with visual impairments ? What are the challenges facing people with visual impairments and in wheelchairs in accessing and using library services? What is the role of information and communication technology (ICT) in facilitating provision of information resources to people with visual impairment and in wheelchairs? and what challenges are experienced by the library in seeking to provide services to people with visual impairments and in wheelchairs? The study was guided by the social model of disability of Oliver and used the International Classification of Functioning (ICF) framework to address the research problem in the context of the academic library. The pragmatism paradigm was employed in the study. Both quantitative and qualitative methods were used. Regarding the respondents 113, (of a population of 139) was surveyed by questionnaire and 57 of 67 were interviewed. The population of the study involved library directors, professional library staff, disability unit staff, and people with visual impairments and in wheelchairs. Snowball sampling was used to identify the people with visual impairments and in wheelchairs. In order to obtain good measures of validity and reliability three data collection methods were employed: questionnaires, interview schedules and an observation checklist. The overall response rate from the questionnaires was 81%. Data gathered through the questionnaires were analyzed using descriptive statistics facilitated by SPSS and data gathered through interviews were analyzed using thematic analysis. The research conformed to the research ethics policy of University of KwaZulu-Natal. Access to information is a fundamental right of every human being and academic libraries exist to support learning, teaching, research and consultancy to all in a university’s community of users, including people with visual impairments and in wheelchairs The study confirmed that academic libraries in Tanzania provide services to people with visual impairments and in wheelchairs which are not inclusive or universal. The study put forward a new non-recursive interactive model for application and testing. It offered guidelines for academic libraries in providing inclusive and universal services to people with visual impairments and in wheelchairs For academic libraries to provide services which are inclusive and universal, the layout of library buildings need to include working lifts and ramps for people with visual impairments and in wheelchairs so that they can easily access the information resources housed in the library. In addition, information resources which are in Braille and large print are required for people with visual impairments to read easily as well as assistive equipment to help them read the information resources available. Furthermore, having staff trained and experienced in special needs requires university programmes and curricula to include components, at all levels of qualification, on special needs for people with disabilities. Positive attitudes to both library staff and people with visual impairments and in wheelchairs are needed to allow access and use of information resources. In addition policy addressing library services for people with disabilities is important for the library, to not only guide the provision of universal services, but also to ensure adequate allocation of funds to support library services to people with visual impairments and in wheelchairs.
Shortcomings in Library and Information Science (LIS) PhD projects : analyses of examined theses and supervised for the period 2008–2016 at select universities in eastern, western and southern Africa
(Qualitative and Quantitative Methods in Libraries (QQML), 2018-05-28) Mutula, Stephen; Majinge, Rebecca M.
This article presents the experiential perspectives of the authors on the shortcomings in LIS PhD theses submitted for examination or supervised in 15 purposively selected universities in Kenya, Uganda, Botswana, Ghana, and South Africa. In all, 36 theses were examined and/ or supervised for the period 2008–2016. The shortcomings discussed here were isolated in the conception of the research topic, introduction (background to the study), review of literature, selection and use of theory, presentation and discussion of the results, as well as in the technical presentation of the theses. The authors conclude that the shortcomings identified in the LIS PhD projects may be attributed to a number of factors including, but not limited to inadequate preparedness on the parts of supervisors and the candidates, and limited support given to PhD candidates. The authors recommend rethinking the mode of offering the LIS PhD programmes from being exclusively research-oriented to a hybrid model of course work and research. The issues raised in this article have implications for PhD supervision capacity building, postgraduate support and mentorship.