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Faculty of Accounting and Informatics

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Subject: search.filters.subject.Indigenous knowledge

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    Integration of indigenous knowledge into library and information science teaching practices : a systematic review of the global literature
    (2023-08-03) Omarsaib, Mousin; Naicker, Nalindren; Rajkoomar, Mogiveny
    Indigenous knowledge is an emerging theme in humanistic scholarly conversations. Therefore, thepurpose of this study was to present a global perspective of teaching practices related to indigenous knowledge in the Library and Information Science (LIS) field as it lends itself to a humanistic approach. The aim was to identify how indigenous knowledge is integrated into the LIS curriculum. Preferred Reporting Items for Systematic Reviews and Meta-Analyses methodology was used to review the literature. Key findings revealed that integrated teaching practices and indigenous knowledge are still emerging topics at LIS schools. The study recommends academics from LIS schools earnestly contribute to global literature by sharing their knowledge on teaching practices 'vis-a-vis' indigenous knowledge. Globally, this would ensure LIS academics tread common ground in integrating indigenous knowledge into the curriculum by using appropriate teaching practices. Ultimately, developing future LIS graduates as custodians of indigenous knowledge in industry.
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    Why decolonization and re-Africanisation of librarianship is not an option but a necessity for Africa?
    (International Federation of Library Associations and Institutions (IFLA), 2023-08-29) Chisita, Collen Takaingenhamo; Zimu-Biyela, Aquinatta Nomusa
    This conceptual paper investigates African Librarianship's role in decolonizing the three key areas: library resources and services, education, training, and associations in Africa. The focus is more on how women professionals have contributed to the decolonization of libraries through their practical and literary work. Findings revealed that the cry for the re-Africanisation of libraries in South Africa can be traced to the "Zaaiman Report" of the 1980s. The results of the Zaaiman Report lamented the domination of Western ideologies as a deficiency in LIS resources, services, education, and training, hence the need for decolonization. It was imperative that African Librarianship decolonizes in line with the contextual needs of the library communities served, particularly indigenous communities of Africa; hence, Africology, UNESCO Declaration on Indigenous languages, and IFLA Indigenous Matters Action Plan (2021-23) were adopted for this study.
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    A study of factors shaping learners' perceptions of ICT-based teaching and learning by applying personality and technology adoption theories on indigenous knowledge students
    (2016) Ngcobo, Khumbuzile Mornica; Eyono Obono, Seraphin Desire
    Existing literature indicates that the use of Information and Communication Technologies (ICTs) and the inclusion of Indigenous Knowledge Systems (IKSs) in the school curriculum have the potential to increase academic performance. However, formal education is still unable to integrate ICTs into the teaching and learning of school subjects, especially, those that are related to IKSs. This research therefore aims to construct a model of the factors shaping learners’ perceptions on the usefulness of ICTs for the teaching and learning of IKSs. This aim is sub-divided into four research objectives: (a) to identify appropriate technology diffusion theories for the investigation of the factors shaping learners’ perceptions on the usefulness of ICTs for the teaching and learning of IKSs, (b) to construct a theoretical model of the factors shaping learners’ perceptions on the usefulness of ICTs for the teaching and learning of IKSs, (c) to perform an empirical confirmation of the above announced theoretical model of the factors shaping the perceptions of learners on the usefulness of ICTs for the teaching and learning of IKSs, and (d) to suggest new ideas for future research on learners’ perceptions on the usefulness of ICTs for the teaching and learning of IKSs. A review of existing literature on eLearning adoption by students and learners was conducted in order to achieve objectives a, b, and d. As for objective c, it was achieved through the survey of 115 Hospitality studies learners from the ILembe and UMgungundlovu municipality districts in the KwaZulu-Natal (KZN) province of South Africa. The study’s findings can be summarized as follows: (a) The Technology Adoption Model (TAM) is the backbone of the model designed by this study on the factors affecting learners’ perceptions of the usefulness of ICTs for the teaching and learning of IKSs; (b) Learners’ perceived usefulness of ICTs is hypothetically affected by the following factors: demographics, computer self-efficacy, trust in ICTs, and level of conscientiousness, (c) All these factors were empirically confirmed through a survey conducted by the current study, except that the only validated demographics were : school location, cell phone access, class grade and preferred subject; (d) This research recommends further investigation on the factors affecting learners’ perceived usefulness of ICTs for the teaching and learning of IKSs, mainly because of the insufficient literature on this subject.