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Abstract

Reports the results of a study at the main library of Cape Town University, to investigate complaints about ageing book stock and declining resources and observations that many books were hardly circulating. The study aimed to establish the proportion of the books in the library which were actively circulating and whether the accepted phenomenon of decline in use with age, or obsolescence, would be supported in an environment where a reduction in the purchase of new books was evident. Two separate investigations were conducted: a diachronous study of accession dates, classification numbers and date labels of the open shelf collection; and a synchronous study of books on loan during the period of investigation. The resulting database consisted of 2654 and 1023 records respectively. Evidence suggests that older books, do not exhibit the expected characteristics of obsolescence and, while a certain measure of decline of use with age was demonstrated, such decline may be reversed in times of decreasing resources or increasing demands from existing resources. Suggests that the library could develop an informed weeding policy that will enable it to remove from the shelves those materials that have remained unused or little used for 25 years or more

Type

a

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Abstract

This paper presents an overview of the development of current practice in information literacy education in tertiary institutions in South Africa. The policy framework affecting information literacy is examined from multiple perspectives. An examination of the literature identifies key concerns that are used in the compilation of a small survey instrument to establish current practice. The impact of institutional policies, finding educational strategies that meet the identified objectives of information literacy, diversity in students' backgrounds and abilities, and ultimately the assessment of performance all emerged as significant. The concept of multiliteracies is suggested as a useful approach to conceptualizing information literacy as central to student learning. Future directions are suggested.