Search results

This paper aims to understand how students experience the search tools Google Scholar and Metalib and the role of prior instruction.

A total of 32 undergraduate students searched academic articles for their thesis work. Searches were recorded using Morae software and were analysed along with the number of articles saved and responses to a questionnaire. All searched with both tools. Half of the students received training before searching.

Google Scholar performed better in almost all measures. Training had a positive effect on the amount and quality of articles saved. Responses to Google Scholar were more positive than to Metalib. However, the students were not overwhelmingly enthusiastic about either of the tools. Research limitations/implications – Each Metalib implementation is to some extent unique, which limits the extent to which results can be generalised to other implementations.

Training is valuable for both tools. The user interface to Metalib does not conform with students' expectations and needs further improvement. Both tools strive to be a first alternative search tool for academic literature but neither performed well enough in this study to recommend it to be used in that role in an academic library setting.

These tools are important to academic libraries but few user studies have been published, particularly on Google Scholar. To one's knowledge no other user study on these tools has looked at the effects of instruction.

Maneno mengi yanayohusu haki za binadamu na haki za kiteknolojia hayajatafsiriwa katika lugha ya Kiswahili. Kwa hivyo, wataalamu wa teknolojia na watetezi wa haki za kidijitali hutumia maneno ya Kiingereza – hata bila utohozi – wanapozungumzia haki za kiteknolojia. Hali hii ya mambo inachangia udhoofu fulani katika utetezi wa haki za kidijitali kwani wanaojaribu kueleza jamii umuhimu wa haki hizi hulazimishwa kutegemea msamiati wa Kiingereza usiyo na msingi au viungo na lugha ya Kiswahili Katika makala hii, tutazungumzia umuhimu wa kukaribisha watu kutumia lugha za Kiafrika kwenye mtandao.

Kiswahili ni lugha ya Kiafrika inayozungumzwa katika eneo zaidi sana duniani. Karibu watu milioni mia moja na arobaini Afrika mashariki wanazungumza Kiswahili kama lugha yao ya kwanza au ya pili, miongoni mwao Wakenya na Watanzania, wenyeji wa nchi ambamo Kiswahili ni lugha ya kitaifa. Tena kuna historia ndefu ya kutumiwa kwa lugha ya Kiswahili katika uandishi, uchapishaji na ubunifu wa utamaduni wa kisasa. Kiswahili pekee yake ndiyo lugha ya asili ya Kiafrika inayotumika kama lugha ya maalum ya Umoja wa Mataifa za Kiafrika. Hata hivyo, kwa upande wa matumizi ya Kiswahili, hasa kwenye mada ya teknolojia, Kiswahili imewachwa nyuma.

Zaidi ya maneno rasmi, uwepo wa lugha za Kiafrika ni muhimu kuimarisha jumuiya za Kiafrika mtandaoni kwani lugha inalenga sana haki na utambulisho wa watu. Miradi za kutafsiri maneno za kiteknolojia katika lugha ya Kiswahili inahimiza jumuiya za Afrika Mashariki kuunda jamii inayosimamia matakwa yao vyema. Makala hii basi inazingatia umuhimu wa lugha kwenye kuunda jamii na katika hatua za kuondoa mbinu za kikoloni mtandaoni ili wenyeji wa Afrika Mashariki wajione mtandaoni kwa ujumla wao wote. Makala pia itazingatia semiotiki ya lugha katika ubunifu wa teknolojia, na umuhimu wa kutafsiri jamii ya lugha ya Kiswahili katika harakati za kuondoa ukoloni katika ubunifu huu. Lakini sio tu kwamba lugha ya Kiswahili ndio pekee inayoweza kuondoa mbinu za kikoloni mtandaoni, kwani pia lugha hiyo ina ishara za kutawalwa kwa jamii fulani. Bali makala hii inatumia mfano wa Kiswahili kuhimiza utumiaji wa lugha za kiasili au za kimama mtandaoni ili kulinda mustakabali wa kidijitali wa umma.

Umuhimu wa makala hii ni kuashiria jipya umuhimu wa lugha katika harakati za kuendeleza haki za kidijitali na hasa kuondoa mbinu za kikoloni kwenye teknolojia, swala lisilowahijadiliwa katika lugha ya Kiswahili.

ATTENTION has been repeatedly drawn to certain drawbacks in the library profession which tend to hinder progress in many ways, and recently some discussion has taken place concerning the long hours and short pay of library assistants. Some years ago there appeared, we believe, in one of Mr. Greenwood's valuable Library Year Books, an analysis of the hours of work in a large number of British Municipal Libraries, and it was made plain from this that a majority of assistants had to work considerably more than forty‐eight hours weekly. Conditions may have changed since then, although it is open to doubt, but the fact remains that too many assistants, and a considerable number of librarians in small places, are now working so long, and in such broken spells, as to preclude any possibility of attaining self‐culture or reasonable recreation. The case of the small town librarian is particularly distressing. In some instances he is a man who has been well‐trained in a large town library, and inspired by a mistaken ambition, elects to attain a position of independence by accepting the chief librarianship in a library of which he afterwards finds himself the sole officer. He is responsible for the cleaning, as well as the ordinary work of a librarian, and his efforts to convert a miserable library rate of a few pounds into an engine of immense efficiency (as expected by the local authority) are enough to make the financial operations of even an American millionaire seem petty in comparison. We have had several cases like this brought to notice within a few weeks, and they give added point to any plea for reform which may be advanced. One young man, well‐educated and well‐trained, undertook the charge of a small municipal library, chiefly because it happened to be near London, and he wished to be in touch with that great and attractive centre. He very soon discovered that the hours of the library were so arranged as to occupy his whole time and keep him employed all day, from 9 a.m. or earlier, till 10 p.m., with two short breaks which did not suffice for a visit to London. On Sunday he was too tired to think of London, apart from which, the institutions which interested him were closed, so that it is possible this librarian has not yet seen the longed‐for London of his cherished anticipations ! There are cases like this in the smaller libraries all over the country, where one official has to perform all the work in an unlimited number of hours. If, as is done in some places, the hours of opening are greatly curtailed in order to give the librarian his deserved and well‐earned rest, then the public suffer. On the other hand, a library administered by a single officer and kept open from nine to ten hours daily, is rather of the nature of a slave‐compound, in which an official is kept prisoner in the interests of the omnipotent ratepayer. Wherever small staffs are kept, there exists this tendency towards long hours, and a consequent eterioration in the efficiency and educational qualifications of assistants. A standing complaint among those who are engaged in the educational work of the Library Association is that so many candidates are deficient in the most elementary subjects, such as composition, spelling and arithmetic. This is undoubtedly caused by the employment of imperfectly educated assistants, who are afterwards tied so fast to their library duties that they are unable to find any time for study and reading. In libraries where small staffs and long hours of opening are found together, it is almost certain that the work‐hours of the assistants will be excessive, and the efficiency of the service impaired.

The growing use of internet-based learning (IBL) platforms in institutions of higher education is producing profound changes in the traditional teaching learning process worldwide. This paper aims to identify and understand the ways in which higher education institutions draw benefits by the use of such means, synthesizing the literature research.

The study synthesized the literature research by using a mixed method approach in which both Web of Science (WoS) and bibliographic techniques were used to retrieve the relevant data base.

The comprehensive review of the literature suggests that communication technology (CT), massive open online courseware (MOOCs), social networking sites (SNSs), blogs, real simple syndication (RSS) and YouTube are creating new possibilities and avenues of collaborative learning by transforming the traditional class and teacher-centric system.

Multiplicity of the IBL platforms and rapid technological obsolesce are some of the limitations of this paper.

The findings of this study are highly useful in developing a strategic framework to accelerate the integration of IBL platforms to make teaching learning process more interactive and informative.