Department of Library and Information Science

Permanent URI for this communityhttps://hdl.handle.net/20.500.12504/207

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Misinformation, indigenous health information and HIV prevention among in- school adolescents, Uganda
(DigitalCommons@University of Nebraska - Lincoln Library Philosophy and Practice (e-journal), 2021-06) Olivia, Rugambwa Nina; Ruth, Nalumaga; Ikoja-Odongo, J.R; Otim, Onapa Maxwell
HIV/AIDS is still a major killer disease among adolescents in sub- Saharan Africa and Uganda in particular. There are many factors attributed to high HIV infections among young people in Uganda such as, multiple sexual partners, low condom use, those born with HIV and poverty. High level misinformation in the indigenous knowledge related to sexuality and HIV prevention remains an under investigated and under documented factor escalating the disease. Yet, the indigenous knowledge health information system is a major critical information source adolescents depend on for health information on HIV prevention in Uganda. Indigenous knowledge informs health interventions for HIV prevention among young people in many African communities and is relied on for decision making on health choices. This paper documents indigenous knowledge on practices for HIV prevention among secondary school adolescents in an urban context in Kampala District. A qualitative case study research design was employed. The findings revealed use of witchcraft, local herbs, male circumcision, elongation of labia menorah, abstinence, sexual taboos like not having sex with women in their menstrual periods and avoiding homosexuality as the key indigenous management practices for HIV prevention. Some of the findings were in agreement with existing biomedical information on prevention strategies while others were in contradiction. The findings also revealed that adolescents have a lot of misinformation on HIV prevention; such information may not support right healthy choices. The study contributes to the body of existing knowledge on HIV prevention using indigenous knowledge practices. The findings appeal to information science professionals to participate in ensuring that communities they serve have access to accurate and timely information to curb health emergencies and improve on health of societies they serve.
Enhancing African indigenous knowledge collection management in Ugandan public university libraries: lived experiences of senior library staff
(IGI Global, 2023) Rugambwa, Nina Olivia; Akena, Francis Adyanga; Nabutto, Claire Clement Lutaaya; Bugembe, Kamulegeya Grace
Various studies in library and information science have emphasized that indigenous knowledge management is still a neglected area and a challenge in the discipline of information management. However, the rationale for this neglect and driving challenges in university libraries has not been documented from the practitioner's perspective. This chapter shares lived experiences from experienced senior staff of public University libraries in Uganda regarding the management of African Indigenous knowledge collections. The study uses the theoretical lens of Wilson's information behavior model interpolated with participants' views to gain insight into the perspectives of the practitioners. The findings revealed challenges in lack of appropriate metadata descriptors to accommodate this knowledge, biased knowledge organization tools that are incompatible with African indigenous knowledge metadata characteristics, and limited funding in university libraries for research and indigenous knowledge collection development.
Using Social Media Platforms to enhance marketing of library services by staff at Hamu Mukasa Library, Uganda Christian University, Mukono.
(Library Philosophy and Practice (e-journal), 2023-06) Mayira, Kizito; Nina Olivia, Rugambwa; Vivian, Kansiime
The study focused on use of social media platforms by library staff to market library services at Uganda Christian University, Mukono. The study objectives included; to identify the types of library services offered by the library, social media used in marketing library services and challenges faced by library staff. The study adopted a case study research design. The study population consisted of 12 library staff who were selected purposively. Data was collected using in-depth interviews and observation methods and was analyzed qualitatively using content and thematic analysis. The study findings revealed that both traditional and online library services were provided to patrons in the library. Various social media platforms were used for marketing library services. Library staff faced various challenges in marketing library services using social media; patrons had limited awareness of existing social media platforms for the library, there was no policy to guide staff on how to use social media platforms. The library had limited computers and related computer accessories to support provision of library services. Some library staff also lacked the knowledge and skills to provide library services using social media. The library Wifi was unstable and costly to be consistently used by reference library staff to support their work. The study recommended that trainings should be organized for both library staff and users on how to access, and retrieve information resources from the library social media platforms. Library patrons should be informed about the library official social media platforms. Also library management should develop a clear policy to guide staff on the use of social media platforms in marketing library services, acquire modern computers, relevant computer accessories and provide stable internet to support reference librarians and IT staff to market library services and information resources in the library.
Ontology of plagiarism: the non-academic perspectives
(International Journal of Advanced Research, 2024-01) Ongaya, Kizito; Agatha, Alidri; Emily, Bagarukayo; Benedict, Oyo; Charles, Bazibu M.; Godfrey, Luyimbazi
Existence of plagiarism is an occupation of education in two dimensions: for learning and a mental process construct of lack of acknowledgement of innovations in learning. Unfortunately, the common concepts of plagiarism has not been clarified in learning process. This paper argues that plagiarism is an inherent natural process of learning. With the objectives; to examine the intrinsic nature of plagiarism and to explore the trans-disciplinary existence of plagiarism in human knowledge as categorised by Dewey Classification scheme 000-999. The study applied positivist paradigm and investigated the existence in relationship between learning processes and plagiarism. The study quantitatively measured opinions of 28 participants in these processes using the Likert scale. Dewey Decimal Classification Systems was used to examine epistemic harnessing of plagiarism in the advancement of different disciplines. The findings were that plagiarism is a natural, intrinsic process of learning through which research, innovations and evolution builds on. The paper concludes by putting a case that acknowledgement and development of referencing and citation technologies are evidence of ontological realities of plagiarism and evidence of the learning process.
Lifelong educational and decolonization programs for the Batwa indigenous people of southwestern Uganda
(East African Journal of Interdisciplinary Studies, 2024-03-25) Sekiwu, Denis; Adyanga, Francis Akena ; Genza, Gyaviira Musoke ; Rugambwa, Nina Olivia ; Muwagga, Anthony Mugagga
This article is based on a study conducted among the Batwa Indigenous people in southwestern Uganda between 2021 and 2022. The study aimed to explore culturally relevant lifelong education and decolonization programs for the Batwa people. Using indigenous research methodology, 60 participants comprising of elders, parents, children and teachers were recruited from the Batwa community for the study. We used Egalitarian liberalism and justice in education (ELJE) theory as analytical framework. Key findings demonstrate that participants were conscious of the challenges faced by their community and collectively brainstormed practical redress measures. These measures include but are not limited to setting up an entrepreneurship education program, vocational and skilling programs, and promotion of Rutwa language. Besides, some specific Batwa life skills identified by participants are briefly described as imperative for integration in the schooling system to achieve the decolonization mission.
Evaluation of Information literacy training for enhanced teaching, learning, and research competence for academic staff and students at the University of Rwanda: A descriptive mixed-method study
(Qualitative and Quantitative Methods in Libraries, 2024-07-09) Namuleme, Robinah Kalemeera; Umutesi, Annonciatte
This study evaluates the effectiveness of Information Literacy Training (ILT) for academic staff and postgraduate students in the digital era. A descriptive mixed-method approach was used, with data collected from 87 postgraduate students, academic staff, and librarians from nine Campuses across the University of Rwanda. The results showed that providing ILT at the beginning of student’s study program significantly enhanced their capacity to identify, access, evaluate, and use information effectively. It also improved students’ competencies in research and scholarly publishing. The study highlights the importance of ILT evaluation in training, providing critical insights into program effectiveness, efficiency, and long-term impact. It recommends ILT as a mandatory component in the curriculum for all students. Keywords: Information Literacy, Critical thinking, Reference Management, Digital literacy, Literacy proficiency.
Assistive technologies for inclusion of deaf and hard-of hearing (DHH) students and academic staff: a call to action for library and information science professionals in Uganda
(Qualitative and Quantitative Methods in Libraries, 2024-12-09) Robinah, K. Namuleme; Denis Ssebuggwawo; Caroline Ilako
Assistive technology (AT) is “any product whose primary purpose is to maintain or improve an individual’s functioning and independence and thereby promote their well-being. For people with disabilities, AT has the potential to improve functioning, reduce activity limitations, promote social inclusion, and increase participation in education. University libraries are mandated to provide assistive technologies, adequate space, resources, and services suitable to support and meet teaching, learning, and research needs for all users, including persons with disabilities. However, it was hitherto unknown how university libraries in Uganda facilitate accessibility to library facilities services to meet the unique needs of deaf or hard-of-hearing students and academic staff. The current paper aimed to generate rich insights into the digital inclusion needs of Deaf and Hard-of-Hearing (DHH) students and academic staff, and to explore how university libraries in Ugandan higher education institutions facilitate the accessibility, adoption, and application of assistive technologies for teaching, learning, and research. Employing a mixed-methods design, the study utilized two semi-structured questionnaires and two interview guides to gather data from DHH students, academic staff, and librarians at four public universities in Uganda. The recruitment of DHH participants was conducted using purposive and snowball sampling techniques. Ethical clearance was granted by the Aids Support Organisation (TASO) Research Ethics Committee on July 27, 2023 (Ethics reference number: TASO-2023-237). Quantitative data were analysed using the Statistical Package for Social Scientists (SPSS ver. 21), while qualitative data underwent thematic analysis, with selected verbatim quotations used to corroborate the quantitative findings. This paper has unearthed digital inclusion needs of DHH Students and Academic Staff, including access to high-speed internet, sufficient bandwidth, university websites with captions, software that translates a signer’s words into text, captioning software, video editing software, multimedia mobile phone applications, LCD Projectors, personal computers, mobile phones, assistive technology technical support, digital and assistive technology training, and sign language interpretation which must be met for them to taking advantage of library resources as services that are available to all other users. In addition, the paper has revealed that Libraries are inaccessible because DHH Students and Academic Staff cannot afford the hardware, software, and peripheral equipment and data required to access technology-supported resources, systems, content, and services; the majority of Libraries did not conduct staff capacity building on basic knowledge of assistive technologies, digital and assistive technology training. Furthermore, the libraries did not train DHH students and academic staff in accessing databases, using Google Suite, and Mendeley, Endnote, and Zotero to manage citations and references. Libraries also did not identify and evaluate the Digital literacy training needs and lacked a clear strategy for meeting the digital literacy needs of DHH academic staff and students. Together these hindered the DHH Students and Academic Staff from effectively adopting and applying these technologies for teaching, learning, and research. Overall, the finding revealed a great mismatch between the existing library-related assistive technology services and resources and the digital inclusion needs of students and staff with hearing impairments. Given the important role of academic libraries in promoting digital inclusion, especially for Deaf and Hard of Hearing (DHH) academic staff and students, the paper recommends that University Libraries prioritize the development of a digital inclusion policy to guide the design and implementation of initiatives that improve access to library resources and services for DHH individuals.
Children and libraries: innovative library services at marko lukooya memorial community library during the Covid-19 pandemic, Uganda
(International Journal of Advanced Research, 2025-04-17) Rugambwa, Nina Olivia; Kawalya, Jane; Mutibwa, Lois Nankya
Community libraries do not receive financial support from the government, unlike public and academic libraries in Uganda. This study explored the provision of library services during the COVID-19 period by Marko Lukooya Memorial Community Library. The study investigated library services provided by the library, challenges encountered, and strategies that were used to address the challenges faced during the pandemic. A qualitative case study research design was used. Data was collected using face-to-face in-depth interviews and observation methods with library staff and patrons. Standard Operating Procedures were followed during the pandemic by both the participants and researchers to mitigate the risk of the deadly COVID-19 virus. Key findings revealed that the library adapted innovative ways to provide library services to children and the community during the COVID-19 pandemic amidst many challenges. The study recommends training of library staff in information management and more material and financial support by donors, the government, and all well-wishers to support the good work being done by Marko Lukooya Memorial Community Library in Uganda.

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