Held 21-22 August 2000
Papers Presented at
the 2nd National NADEOSA Conference
Held 21-22 August 2000
Author:
JC Henning
Title:
Distance Library Services: A South African Model
1. INTRODUCTION
In addition to my involvement in the distance library services at Technikon SA, I
became interested in this topic when I served on various library committees for
universities and technikons. I have also participated in international conferences,
networking events and electronic discussion groups on this matter. I have found these
opportunities to debate the challenges and to share solutions are most rewarding as well
as resulting in the stimulation of new developments.
2. BACKGROUND
Library support is an integral part of quality education and the distance education
learner must be placed at the centre of the learning experience (Besser, 1997). As you all
know and as we have heard on several occasions at this conference, there is an increasing
diversity of education opportunities and in distance education.
International competition in distance education is fierce, especially because of
developments in technology. The positive result of the competition is that it encourages
institutions to enhance the quality of their services and education.
It is important that each unit in an institution ensures that its distance education
applications are of international standard, thereby contributing to the competitiveness of
the institution. Well-developed information and library services can, for example, be used
in the marketing campaign for the institution. The obverse of the coin is that if the
service is not suitable, the institution will not only lose a library user but it will not
be able to retain its learners.
With the wealth of information available on distance education, it is fairly easy for a
manager to obtain information on how to develop models for the delivery of distance
education. The challenge is however to customize the guidelines for a particular
institution and especially to develop models beyond the paradigms in which we operate.
Therefore, I want to commend the Conference Organising Committee on the theme for this
conference. This is a wonderful opportunity to share information on the practical examples
and case studies of distance education practice in the southern African region.
3. NEED FOR DISTANCE LIBRARY SERVICES
I want to spend a few minutes on the need for these services in order to put the model
we have developed at Technikon SA into context.
It is important for institutions to involve library management when planning to develop or
expand distance education. Literature and experience in this field reveal that these
services need specific planning over and above the planning and development of residential
library services.
Additional costs, such as the duplication of library material, delivery of items and
information need to be considered. The exclusion of library management can thus skew the
results of a feasibility study on the implementation or expansion of distance education.
Based on the technological innovations in the transmittal of information and the delivery
of courses, we have find an increased recognition of the need for library resources and
services at locations other than main campuses. There is an increased demand and even
concern for equitable services for all learners in higher education no matter where the
"classroom" may be (ACRL Guidelines, 1998).
4. REQUIREMENTS FOR DISTANCE LIBRARY SERVICES
Institutions use various methods for delivering distance education. It is therefore
important for the library to analyse and understand these and to work with the academics
to integrate the information and library services into the programmes.
Academic libraries must position themselves to support the flexible learning strategies
developed by higher education institutions. Furthermore, if you analyse these strategies
you will find that it requires learners to have information retrieval and -management
skills (Van Vuren, 1998). Due to time constraints I will not go into detail on this issue.
However, it is important to note the programmes developed by libraries to offer these
programmes which this implies that the academic library is not only in a supporting
capacity, but also indeed an integral part of this learning strategy.
At the time we developed the services at Technikon SA, our learner profile, educational
environment and model differed from those of other distance education institutions.
Therefore we had to develop services suitable to the needs and profile of our learners. We
have also developed our services within the international guidelines for distance library
services.
These guidelines, together with the results of SERTEC evaluations are used to measure our
progress. These guidelines are:
The guidelines are fairly similar and focus on the following aspects:
5. TECHNIKON SA
Technikon SA has adopted a flexible learning approach to meet the transformation goals
of higher education and has achieved substantial progress in reaching out to the masses
through distance education. Technikon SA was established in 1980 when it boasted 4 000
learners and 22 academic staff members. It has grown to serve 67 500 learners with a
full-time staff of 1 100 as well as contract workers numbering from 2 000 to
3 000 at any given time.
Together with the growth in learner numbers over the years, Technikon SA has welcomed the
change in the learner profile from mainly white male to a greater diversity of gender and
race.
The challenge is to offer all learners a quality learning experience suitable to their
situation. At the same time, as emphasised by the theme of the conference we have to
consider the financial implications and the challenges of the diverse learner profile.
6. GOLD FIELDS LIBRARY AND INFORMATION CENTRE
One of Technikon SA’s most important resources is the Gold Fields Library and
Information Centre. In a period of a few years it has developed into a modern,
user-centred information provider which provides a comprehensive on-campus service as well
as responding to the information needs of distance learners.
The internationally accepted philosophy of distance library services is that the
originating institution is responsible for ensuring services and resources equivalent to
those provided for learners and faculty on campus (ACRL Guidelines, 1998).
The library management realised from the outset that the library should initiate mutual
beneficial alliances with other information providers in order to be able to endorse this
philosophy.
6.1 Alliances with other libraries
6.1.1 Community libraries
For the convenience of our learners we purchase, process and distribute books from the Gold Fields Library and information Centre to some 290 community libraries throughout Southern Africa. The number of books on various subjects placed in each library is determined by the geographic distribution of the learners as well as the number of learners studying a particular course in that region.
Recommended journal articles are also made available to libraries in bound volumes. The required copyright permission is obtained to duplicate these.
We provide these libraries with guidelines on how to manage these collections, but we are not prescriptive in any way. We rely fully on the experience of the library professionals to ensure optimum use of the collections. Most community libraries experience severe financial constraints and these collections are most welcome. However, in some instances they also lack sufficient staff to provide a service to our learners and our library then facilitates the placement of suitable learners as part of the ETOP programme. (Paid for by Technikon SA according to certain criteria).
6.1.2 GAELIC (Gauteng and Environs Library
Consortium)
Our library is a founder member of the Gauteng and Environs Library and Information
Consortium. This consortium operates under the auspices of the Foundation of Tertiary
Institutions of the Northern Metropolis (FOTIM) which aims to promote co-operation between
academic institutions.
GAELIC has 16 members and its focus is on resource sharing. To facilitate the sharing of resources we have implemented an international state of the art computer system funded by an American Foundation.
6.1.3 COLISA
Although we already co-operate with UNISA and VISTA within GAELIC, we also co-operate with these institutions in terms of sharing facilities and courier services in support of distance education.
The focus is on sharing of decentralised facilities, information technology infrastructures and the delivery of library materials.
6.2 Learner Centres
Our library participates in the establishment of
learner centres and the pilot project is well underway in the Carlton Centre in
Johannesburg. Academic, administrative, computer and library support is available for
learners. These will be utilised to expand access to information available in electronic
format to learners.
A learner centre sponsored by Cyber Connections was opened in Roodepoort early this year.
The library is working with the manager to expand our services to the centre. Other
centres will follow.
The development of Community Learning Centres and Telecentres will also provide a solution
to the problem of inadequate facilities for distance learners in South Africa (Hibbert,
1999).
6.3 Postal system
Our learners are also cared for on an individual basis by means of a postal service. This ensures that every learner, even those in the most remote areas, has equal access to the resources. This service includes books and periodical articles.
6.4 Local lending services
The library has a lending service on the campus in Florida for learners in this region.
6.5 Process
To demonstrate the model used by Technikon SA, I need to explain the process we follow to ensure access to resourses
6.5.1 Awareness of latest publications
The library arranges with publishers and booksellers to exhibit their latest publications on campus. These are themselves available on campus and in this way the library promotes communication between the academics and the book trade. The library also distributes information on new publications to lecturers. The academics can therefore evaluate and select current and suitable publications to prescribe and recommend.
6.5.2 Co-ordination of information / booklist
Information obtained in this way is incorporated in our book list on the network. Information on the subject, lecturer, titles and booksellers can be retrieved from this programme through various search points. Upon registration, learners are provided with a printout of the relevant information for his/her subjects.
6.5.3 Recommended titles
The library purchases the recommended titles and make these available for learners on loan as explained earlier.
6.5.4 Prescribed titles
Book sellers stock these titles for learners. The book list co-ordinater monitors this process and evaluates the performance of the book sellers continiously.
7. CONCLUSION
The contribution of libraries to the development
of countries is recognised internationally. Libraries can play an important role in the
reconstruction and development of the southern Africa region.
Libraries should co-operate with the academics to ensure an integrated service to distance
learners and to contribute to the quality of the academic programmes.
Communication with academics and with the learners is very important to ensure that the
services are developed according to the needs of the users.
The value of a well developed library service should be emphasised and demonstrated in terms of learner retention and learner throughput.
The challenge for learners is to use the
resources and facilities in a responsible manner and to optimise the opportunity to
succeed.
BIBLIOGRAPHY
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HENNING, J.C. 1997. Gedesentraliseerde inligtinggebruikeropleiding. D.Phil thesis.
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HIBBERT, L 1999. The future: learning @
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VAN VUREN, A.J. & HENNING, J.C. 1998. User-education in a flexible learning environment – an opportunity to stay relevant in the 21st century. Roodepoort: Technikon SA.
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