South African Journal of Libraries and Information Science

Editorial

Sabelo Chizwina — 2025-02-18

Lost in the algorithm: navigating the ethical maze of AI in libraries

Sara Ezzeldin Aly Ibrahim — 2025-02-18

As libraries integrate artificial intelligence (AI), they face a complex ethical maze. This paper explores seven maze chambers in AI-powered libraries. "Data Bias and User Representation" examines how AI algorithms may perpetuate biases, leading to unfair recommendations and limited access for diverse users. "Privacy and Patron Confidentiality" highlights risks in collecting and analysing user data, stressing the importance of anonymising and user control. "Algorithmic Transparency and User Trust" explores strategies like Explainable AI (XAI) to help users understand and trust AI decision-making processes. "The Human Librarian in the Age of AI" addresses the evolving role of librarians, emphasising the need to balance AI efficiency with human expertise. "AI and Accessibility for Diverse Users" looks at how AI can improve accessibility for people with disabilities or language barriers, while also stressing the importance of mitigating biases to ensure inclusivity. "Ethical Procurement and Vendor Practices" and "Community Engagement and Open Dialogue" focus on responsible vendor selection and transparent communication with users. Acknowledging the pioneering efforts of the Bibliotheca Alexandrina, the paper calls for ongoing ethical considerations to ensure AI benefits all library patrons, fostering inclusive, user-centred institutions in the digital age.

Advancing knowledge sharing and information literacy in African HEIs: challenges, innovations and future directions

Oluwayemi IbukunOluwa Odularu — 2025-02-18

Digitisation and knowledge sharing are crucial for improving information access, teaching, and processing in academia, transforming the operations of higher education institutions (HEIs). In Africa, information literacy (IL) plays a vital role in supporting academic, research and administrative functions, especially as technological advancements redefine information access and sharing. IL is increasingly essential for students, faculty, and staff across HEIs, driving institutions to develop professional skills, enhance research, foster innovation, and encourage collaboration in the knowledge economy. This study used a systematic review approach to examine IL challenges and innovations in African HEIs, drawing data from e-journals, peer-reviewed books, and resource articles. An extensive exploratory search was conducted across Google Scholar and Scopus in relation to the topic. Technology Acceptance Model (TAM) was adopted for this study. The study highlighted a critical gap: the absence of a unified framework that merges traditional KS with digital practices. This underscores the need for a balanced approach, where traditional methods are complemented, not replaced, by digital solutions, enhancing accessibility, knowledge storage and productivity. The study recommends steps to strengthen digital literacy, KS encourage cross-continental collaboration and establishes a resilient IL foundation responsive to global educational demands.

Strategies for tackling misinformation, disinformation and malinformation for sustainable science communication among undergraduate Students at the Federal University Lokoja, Nigeria

Njideka Nwawih Charlotte Ojukwu — 2025-02-18

The pervasive spread of misinformation, disinformation and misinformation poses a significant threat to the integrity of information and knowledge among students. This study examined strategies to tackle misinformation, disinformation, and misinformation for sustainable science communication among undergraduate students at Federal University Lokoja, Nigeria. By sampling 485 students, the research identified primary information sources, assessed students' perceptions and abilities in recognising false information, evaluated verification strategies and identified challenges encountered. The theoretical framework underpinning this research drew on the principles of information theory and the knowledge deficit model, which suggest that misinformation proliferates when there is a gap between what the audience communicates and understands. This study conducted surveys and data analysis through quantitative methodology. Findings revealed that social media is the predominant information source, used by 35% of respondents, followed by online news websites (25%), university lectures (20%), friends and family (15%) and academic journals (5%). The study concludes that while a substantial number of students feel confident in their ability to recognise false information, there is a significant need for improved scientific literacy and critical thinking skills. The study includes recommendations, and the implementation can foster a more informed and critically engaged student body capable of effectively navigating and verifying scientific information. This research highlights the importance of targeted educational initiatives in combating misinformation and ensuring sustainable science communication in academic environments.

Digital competencies among the greying population: a scoping review

Alice Olije Odu — 2025-02-18

Trends in emerging technologies, generative artificial intelligence and the use of ChatGPT and other AI tools necessitated certain skills for successful use. However, individuals, including greying, older adults find themselves at the periphery of the technological revolution. Their predicaments are caused by personal fears, unwillingness to use technologies, declining health conditions, disinterest, inability to transfer skills, competencies, and lack of knowledge and skills to use technologies. All these contribute to a gap referred to as the grey digital divide – a term referred to struggles older adults encounter in their digital technologies use. This inhibits access to vital information. Enhancing digital competence can support older adults to apply digital skills and knowledge in practical situations, which, in turn, can improve technology use and inclusiveness in the present technological era. This study used a scoping review where peer-reviewed articles were selected from databases. The literature revealed the need to build digital competencies among the greying population through sustainable digital literacy training, transferable skills, design of easy-to-use technologies suitable for older people with both cognitive and physical decline as well as policy for their digital inclusion.

Reflections on the role of academic literacies in enhancing teaching and learning in a selected programme in South Africa

Ntando Nkomo — 2025-02-18

Epistemological access to the discourses and practices of academia is needed for students from diverse backgrounds who transitioned into higher education in democratic South Africa. Noting, this paper emphasises the role of academic literacies as a pedagogical approach enabling students to gain epistemological access through the reflections of staff and students. Employing a post-positivist paradigm, the research combined quantitative and qualitative approaches targeting 13 lecturers and 290 undergraduate students. Findings indicate a consensus on the importance of academic literacies with time constraints and lack of stakeholder synergy and cooperation as significant barriers. The paper recommends a shift from traditional study skills approach to a more nuanced delivery mode provided through the New Literacy Studies approach and enhanced collaboration among stakeholders for better teaching and learning outcomes.

Enhancing social presence in asynchronous instruction: a focus on a higher education institution in Zimbabwe

Mthokozisi Masumbika Ncube — 2025-02-18

This research investigated strategies to cultivate social interaction and a sense of community within an asynchronous information literacy programme for instructors and learners at a Zimbabwean academic institution. Employing a pragmatic epistemology, the study utilised a parallel convergent mixed methods design, combining questionnaires and interviews for data collection. The sample consisted of 87 enrolled students in their first year, first semester of study and four lecturers. The student sample size (calculated using an online tool) ensured a 95% confidence level with a 5% margin of error. The four participant instructors were purposely included. Findings revealed that asynchronous methods – discussion forums, pre-recorded lectures, uploaded materials, online group projects and quizzes – were unsuccessful in fostering social presence or effective information literacy instruction. Challenges identified included the lack of real-time interaction, limited non-verbal cues and delayed feedback, which hindered the development of a cohesive online community and potentially diminished the quality of e-learning experiences. Based on these results, recommendations were made to improve the effectiveness of asynchronous learning. Implementing various communication channels (chat rooms, messaging systems, email) was suggested to promote connection and relationship building among participants. Encouraging instructors to facilitate non-academic activities was proposed to foster a sense of community within the online classroom. Additionally, providing real-time feedback, promptly responding to inquiries and encouraging learner collaboration were recommended strategies to create a supportive virtual learning environment that enhances the overall learning experience for all participants.

The use of "mother tongue" in information literacy instruction among the NEET (not in education, employment, or training) youth at a South African township

Sabelo Chizwina — 2025-02-18

South Africa, with its rich linguistic diversity, boasts 12 official languages, including sign language. The current schooling system uses the English language as the preferred language of instruction for many schools, except Afrikaans-speaking schools. As a result, many students are fluent in English. Many South African educational institutions have adopted other languages, depending on their geographical location as part of their multilingual policy implementation. The focus of this study was on information literacy instruction. The study aimed to investigate the use of the mother tongue in information literacy instruction among the NEET population at Khuma township in South Africa. During the apartheid era, townships were reserved for the African population with limited access to libraries, offering information and user education in their mother tongue. A participatory action research approach was employed, utilising a focus group of 14 participants to collect data. The findings revealed that NEET youth prefer English over their mother tongues for learning purposes. Some of the reasons for the preference of using English include that formal schooling was conducted in the language, difficulty in understanding concepts in the mother tongue and the different dialects of the official languages being a barrier. Additionally, the study highlights the challenges of integrating the mother tongue into teaching and learning, largely due to the unequal status of these languages compared to English. The study offers recommendations for policy, advocacy, and the possible incorporation of the mother tongue into teaching and learning, particularly in information literacy. These findings are expected to motivate further empirical research on this phenomenon.

Status of information literacy skills offered by secondary school libraries to students in urban and rural environments in Kenya

John Ireri — 2025-02-18

secondary schools’ students have little or no basic knowledge about how to access and succeed in obtaining information. This study investigated the status of school libraries’ information literacy (IL) skills for secondary school students in Nairobi (urban) and Tharaka Nithi (rural) counties of Kenya. The study population consisted of Nairobi (urban) and Tharaka Nithi (rural) counties’ secondary schools of Kenya. Principals, librarians, and students were targeted in the sampled secondary schools. Both quantitative and qualitative sampling techniques were applied. The sample size consisted of 382 students, 30 secondary schools: 20 in Nairobi and 10 in Tharaka Nithi. Findings revealed insignificant IL disparities between urban and rural schools. There was lack of awareness of whether the libraries were on par. Library orientation user education and IL were the most available library programmes. The most common user interface was the human interface/librarians. More computers, internet connectivity, current information resources, unrestricted library access time/hours, more space, professional librarians, improved reading culture, and improved security of library materials are needed. The study has implications for school library IL development in Kenya and elsewhere with similar school library environment.

Information literacy skills and the youth not in employment, education, or training in everyday life contexts: a case of Khuma and Kokosi townships in South Africa

Dina Mashiyane — 2025-02-18

The ability to find and use information effectively and successfully must be considered a prerequisite in everyday life contexts. Without adequate information literacy (IL), members of society, particularly the young generation raised in the information era, will find it difficult to advance in life. The purpose of this study was to explore the IL skills of the NEET youth in Khuma (Stilfontein) and Kokosi (Fochville) townships in South Africa. A participatory action research approach was employed, utilising questionnaires and a focus group to collect data. The findings revealed that the NEET youth lacked basic IL skills. In addition, the participants highlighted a lack of devices needed to access information, as well as internet connectivity to search for educational and job opportunities, among other things. The government and local authorities need to enhance access to information by establishing well-equipped libraries and other information centres within communities. Additionally, further studies should explore the role of community leaders in promoting access to information and identifying the skills necessary to navigate various information sources.