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Kay Looks Back

Kay Looks Back. Practice of librarianship in a period of forty years: viewed through a Botswana mirror. Academic library and information service. Background

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Kay Looks Back

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  1. Kay Looks Back Practice of librarianship in a period of forty years: viewed through a Botswana mirror

  2. Academic library and information service • Background • University of Botswana Lesotho and Swaziland: Roma Lesotho- assistant librarian-learning through apprenticeship &distance learning: UNISA • 1971 July : transfer of a basic collection of 1000 titles to Botswana

  3. Academic context #1 • Teaching : textbook ,discussion assignments • Library support : inadequate collections, few journal titles use of reserve collections; inter campus loans supplied through snail mail from Roma Inadequacy of resources- Strategy: partnership with the State library: access to ILL services

  4. Organization of library service • Traditional library mission: collection building, local availability and long term preservation • Functional organization and systems approach to assure speed of access • Manual ordering & cataloguing systems, Accession list &catalogue cards production and management reliance on clerical staff, checking accuracy, time consuming

  5. Organization of Library Services Manual Automated systems Integrated acquisitions,& accession list control Shared sources for catalogue data • Ordering, • accession list production • Catalogue card production • Sharing of cataloguing data with State Library • Checking for Accuracy • Clerical support staff

  6. Change management • Process systems change : integrated library systems information technology and regular upgrades Impact: Review of job descriptions: Elimination of clerical positions; Ongoing capacity building for enhanced efficiency monitoring of quality and productivity

  7. Academic context #2 • Elite system to mass higher education • human resources for national development • Support knowledge-based industries for economic development • Quality teaching and facilitation of learning • research

  8. Information Communication technologies • Digital information resources • Ease of access, proliferation of information • Student expectations vs required expertise • Graduate attributes: information literacy skills; ability to learn how to learn in job situation; life-long learning • Work effectively in multi-disciplinary contexts asynchronously

  9. Strategy and tactics • Facilitation of learning • Engagement with academics in curriculum • Information literacy • Teaching skills

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