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The purpose of this paper is to determine the use of library spaces by postgraduate students at the North-West University in South Africa.

A survey research methodology was used in which both online and print questionnaires were used to gather data.

The major findings of the study were that postgraduate students frequently visited the libraries to make use of the quite study spaces, which include the research commons and the study carrels. The study further found out that postgraduate students rarely visited the libraries for the purpose of consulting librarians regarding their studies. Challenges expressed by the students include insufficient workstations, poor internet and Wi-Fi connectivity and limited seating capacity. The benefit of the study is that it will help librarians and the university administrators to better understand the postgraduate students space needs, as well as the challenges being encountered.

This biggest limitation of this study was a lack or low response rate by certain faculties, which mitigated against comparing the use of spaces by faculty.

The results of this study re-affirm the need for postgraduate spaces. University libraries that seek to build postgraduate spaces in the future need to ensure that an adequate number of computer workstations are supplied and Wi-Fi and bandwidth are improved. University libraries that already have postgraduate spaces should consider adding more workstations and improving bandwidth and Wi-Fi connectivity in those spaces. These results further point to a need for libraries in Africa and elsewhere to consider having more quiet study spaces for postgraduate students while reducing the number of group study spaces.

The results of this study point to a need for libraries and university authorities to periodically review library spaces as a way to ensure their continued optimal usage. They also point to a need for more funds to further enhance the library spaces for postgraduate students’ use.

South African libraries are faced with challenges including the addition of 15 per cent value added tax to print and online resources. In this environment, libraries are expected by university authorities to demonstrate return on investment. This study, therefore, is located within the realm of determining return on investment for the funds spent by universities to build dedicated postgraduate library spaces. This study will further benefit librarians and the university administrators by helping them to better understand the postgraduate students space needs, as well as the challenges being encountered.

The purpose of this paper is to establish the research impact of the National Research Foundation (NRF)-rated researchers’ output at the North-West University (NWU), South Africa, from 2006 to 2017.

The study used bibliometrics and altmetrics methods to determine the production of research outputs and the impact of NWU’s NRF-rated researchers’ publications. Various tools including Google Scholar (GS), Web of Science (WoS), Scopus, ResearchGate (RG) and Mendeley were used to collect data. The citations in the three bibliographic databases were used as proxy for academic impact, while reads and readerships in RG and Mendeley were used to determine societal impact of the researchers. The Statistical Package for the Social Sciences (SPSS) was used to test the relationship between citations in the three bibliographic databases and reads and readerships in RG and Mendeley.

The main findings were that the majority of NWU’s NRF-rated researchers’ publications emanated from GS, followed by Scopus and then WoS. GS output also had more citations. There were 6,026 research outputs in RG which were read for 676,919 times and 5,850 in Mendeley with 142,621 readerships. Correlations between RG and all three bibliographic databases’ citations were scant. Strong relationships between the three bibliographic databases’ citations and Mendeley readerships were found.

Academic librarians who interact with researchers who would like to predict future academic impact of their documents can be advised to consider Mendeley readerships with some level of confidence compared to RG reads. These results point to the importance of constant self-evaluation by researchers to ensure that they have balanced profiles across the three main bibliographic databases that are also considered for ratings. These results point to the relevancy of GS to evaluate research beyond the academy.

The fact that researchers are contributing research that seeks to improve the general welfare of the population (beyond the academy) is a positive sign as society look up to researchers and research to solve their socio-economic problems. Social media play an important role as they serve as indicators that indicators point to wider research impacts and wider access by many different groups of people including the members of society at large. They point to research that is accessible to not only researchers and those who have access to their research but also the society at large.

Although the practice of rating researchers is common in different research ecosystems, the researchers could not find any evidence of studies conducted using a combination of bibliometrics and altmetrics to asses rated researchers’ output. This study covers and compares social impact based on data obtained from two academic social media sites and three main bibliographic databases (GS, Scopus and WoS).

The purpose of this study is to determine the students’ perceptions of librarians as teachers of information literacy at the North-West University in South Africa.

The study used a survey research method in which online questionnaires were used to gather data from students who would have attended information literacy classes.

Students found librarians to be effective teachers of information literacy, and they found the subject to be very useful. However, some of the surveyed students felt that a lot of the subject was presented in a short period, which could easily result in exhaustion and information overload. The use of local or vernacular languages was also indicated as an area requiring the librarians’ attention for the teachers to be more effective.

The results of this study support the assessment of librarians as teachers by students to assist them (librarians) to refine their teaching methods and to make the conduct of information literacy worthwhile for the students.

The outcomes of this study may be used to advocate for more information literacy (IL) contact time with the students by librarians when negotiating with faculty. Further, these results may be used to showcase the value placed by students to IL.

This study is a welcome addition to the scant literature on the quality of teaching delivered by the librarians and the assessment mechanisms used to provide feedback on students’ learning of IL. This study is a first of its kind comparing the perceptions of librarians’ teaching abilities by postgraduate and undergraduate students.

This paper uses co-ownership as a proxy for determining the extent of collaboration on LibGuides in public universities in South Africa.

This is a quantitative study that uses webometrics techniques to establish collaboration on LibGuides among librarians in public universities in South Africa. The LibGuide pages of all public universities in the country are visited. Co-ownership of those LibGuides is established by going through the list of co-owners usually situated on the right-hand side menu bar. The data are divided into 16 Excel spreadsheets, each representing a South African public university with LibGuides.

The results show that only 8.1 per cent or 95 of 1,166 LibGuides are co-owned, whereas in 9.4 per cent (109 of 1,166) of LibGuides, the ownership reverts to the host library, as there are no authors indicated. Only 34 of 95 or 35.8 per cent of co-owned LibGuides are cross-campus or inter-campus collaborations suggesting that there is very little cross-pollination of ideas between different campuses of the same universities in South Africa.

This study will lead to a better understanding of the extent of collaboration between librarians in Africa, generally, but specifically in South Africa. In addition, it poses a challenge to library managers to develop strategies that promote and nurture a culture of collaboration between and among librarians to avoid unnecessary duplication. The recommendations of this study can be used to improve collaboration between and among librarians. The biggest limitation of this study is that it did not look into the attitudes, constraints and impediments of collaboration between and among librarians. This area, however, is recommended for further research.

The implication of these results is that there is a duplication of LibGuides, effort and time across different campuses of the same universities, as some universities have a number of LibGuides on the same subject areas across the institutions. There is very little cross-pollination of ideas between various universities as reflected by a lack of inter-university LibGuides in the country.

Duplication of LibGuides does not assist the users as it only adds to the information overload rather than assisting them by streamlining the information.

This study may well be the first study of its nature in the world. It is the view of the authors that this study will not only close the gap in the literature on LibGuides but also explain the use of Web 2.0 tools in libraries in developing countries as collaboration tools. It will add another perspective to the discourse about the collaboration in library and information science generally. This paper may lead to further research on the collaboration efforts of practising librarians.

The purpose of this paper is to highlight how North Western University (NWU) Library used Facebook and Twitter to inform, educate and communicate with library users during the students’ protests #FeesMustFall Campaign.

This paper follows a case study approach to examine how Facebook and Twitter were used to inform, educate and communicate with library users during the #FeesMustFall Campaign. Data was obtained from the NWU Library’s Facebook Insights, the Facebook page itself and Twitter account, after which content was analysed.

The paper provides insights that the teaching and learning (educational) aspect still lags behind on social media usage in libraries. Given the period in question, the expectation would have been a higher percentage of posts that could be categorized as educational.

The study is confined to one campus library of the NWU Libraries and the results cannot be generalised to the NWU.

Social media use policies should be developed and awareness created on their availability and meaning/implications to users.

This paper fulfils an identified need to study how social media can be used by academic libraries. The literature currently focuses on how Twitter has been used in library campaigns. This paper shows how Facebook can be used in a university setting during crises time.

The aim of this study was to determine data literacy (DL) training needs of researchers at South African public universities. The outcome of this study would assist librarians and researchers in developing a DL training programme which addressed identified needs.

A survey research method was used to gather data from researchers at these universities by convenience. Online questionnaires were distributed to public universities through library directors for further distribution to researchers.

The results indicate low levels of DL training at the respondent South African public universities with most researchers indicating that they had not received any formal training on DL. A few researchers indicated that they would welcome DL training.

This study was exploratory in nature and data was received from eight universities, which is not representative of all the 26 public universities in South Africa. Nonetheless, the low DL confirmed by the majority in the realised sample is indicative of the need to further investigate the subject.

Librarians and research support personnel should collaborate on the development of DL training courses, workshops and materials used by researchers at institutions of higher learning to enhance DLs on campus.

This study may be novel in South Africa in investigating the DL training needs of researchers at several universities and contributes to the growing body of literature on research data management

The landscape of teaching, learning and research has changed requiring the need for diverse information resources. Given the current budgetary constraints and financial conditions prevailing in many universities, sharing of information resources has become a necessity. The Interlibrary Loan (ILL) services have thus become an important service to meet the immediate needs of library users. The aim of this paper is to analyse the ILL services of the North-West University in South Africa from 2006 to 2016. Using statistical data, the paper shows the emerging pattern in borrowing and lending between institutions as well as determines the existence of correlations between borrowing and lending libraries. The results of this study show that ILL amongst libraries has decreased in the past 11 years. A need exists for increased awareness of ILL and there is need for technological innovations that will ensure that library users are able to request for information resources seamlessly.

This is a quantitative study that uses ILL data from the North-West University. Data were downloaded from the SABINET ILL system using the three NWU JC codes. They were then collated and uploaded on excel spreadsheets. In the main, the excel spreadsheets were used to interpret the data. Further, the Statistical Package for Social Sciences (SPSS) software, in particular Spearman’s Correlation Analysis, was used to test correlations between data from libraries that requested information resources from NWU and data from libraries that supplied information resources to NWU during this period using Rumsey’s guidelines to interpret the correlations.

The findings of the study reveal that ILL among libraries in South Africa had generally declined owing mostly to the proliferation of online resources resulting to changes in user information-seeking behaviour. The decline is despite the challenges of low budgets received by most libraries for the acquisition of information resources. It can also be concluded that public university libraries still value ILL as demonstrated by the high number of items requested from other libraries. The findings also reveal that most ILL activities were conducted by public universities.

It was not possible to obtain the list of titles that have been requested and also to obtain the user’s details. This would have enabled the authors to determine the type of titles that are being requested, and the users that request them.

ILL should continue to be enhanced in view of the challenge of dwindling library budgets against the escalating prices of information resources. There is also a need for user education so that they become aware of the ILL service. From experience, library users normally give up once they realize that what they wanted is not available through the local catalogue and this calls for librarians to create an awareness to users that ILL could help solve their frustrations.

These results show that ILL can play a significant role to level the playing field between the well-resourced libraries in urbanized regions or provinces and the poorly resourced ones in rural regions or provinces. This social justice aspect of ILL is probably the reason why better resourced libraries in South Africa have decided to remain in the scheme unlike other countries where better resourced libraries opted out of reciprocal arrangements with small and medium-sized institutions.

The study adds to a very limited number of studies emanating from Africa. A study of this nature has never been conducted in Africa, as previous studies were nationwide studies. As far as the authors know, this is the first study that uses ILL data to research the impact of the global financial crisis on libraries in Africa.

The purpose of this paper is to determine academic librarians’ awareness and application of multimedia content for information literacy (IL) instruction at the North-West University in South Africa.

This study used both the survey and focus group interviews to gather data from the university's faculty librarians.

The results of this study show that despite the majority of librarians being aware of the existence and benefits of multimedia tools that can complement their traditional instructional practices, very few actually apply the tools for IL instructional practices. Among the multimedia tools that the librarians often use for the IL instruction, LibGuides were the most favourable because of their ease of use. The main reasons for not using the multimedia tools cited by librarians include the lack of infrastructure and insufficient skills.

This study recommends the reskilling of librarians by training them in the use of multimedia tools for IL instruction.

The paper sheds light on the current strategies being implemented by faculty librarians in providing IL using multimedia tools. It also outlines the importance of multimedia tools in enhancing eLearning endeavours. Multimedia skills for librarians can also be essential during times of crisis such as the recent COVID-19 outbreak.

This study is a welcome contribution to the role of ICTs in enhancing library activities during the 4IR. The voice of the librarians in this area has also been minimally represented. This study, therefore, seeks to address these gaps in published scholarly literature.