Academic Libraries Support for E-learning: Initiatives and Opportunitiesthe case of University of Botswana Library.
Reason Baathuli Nfila
nfilar@mopipi.ub.bw
Tel. (267) 355 2300
Abstract:
In 2007, the University of Botswana (UB)
set up a Digital Scholarship Task Group whose terms of
reference included, among others, making recommendations on future directions for the University’s Library
Services, eLearning, and e-Research in the digital environment as well as recommend specific actions for
developing a unified digital academic environment for the period 2009-2015 and beyond. Among the
recommendations made specifically for the Library, was that UB Library “should acquire cutting edge
technology relevant for digital scholarship services”. UB Library has a role to support UB’s Research
Strategy and Learning & Teaching Policy, which is student or learner-centred with emphasis on active,
creative and innovative learning that prepares students for the world of work and life-long learning.
This paper points out that Digital Libraries provide technology based information resources and services to
enable learners to access relevant information anywhere anytime, as well as provide empowerment for
innovative and life-long learning. It also provides a clear relationship between e-learning, digital scholarship,
and digital libraries and shows how digital libraries are linked to e-learning. The paper provides practical
initiatives by UB Library, as well as opportunities to provide e-learning support to both academics and
learners. Some of the initiatives include support to distance learning, digitization efforts, digital/Institutional
repository services through the INNOVATIVE System, e-book service, e-reserves, integrated information
literacy, learning common, multimedia resources, and electronic reference services.
Key Words: Academic libraries, e-learning, University of Botswana, Digital libraries, Digital Scholarship
Introduction
Although the University of Botswana (UB) had come up with a strategic vision document “Shaping Our
Future” to be “a leading academic centre of excellence in Africa and the world” it realized transformation that
has taken place in academic work and the challenges posed by digital environment on academic learning,
teaching, and research, as well as on other academic activities (TASK GROUP ON UB AND DIGITAL
SCHOLARSHIP, March 2008). Further, the implementation of e-learning initiatives by the Educational
Technology Unit under the Academic Development was moving slowly as it was not wholly embraced by the
teaching staff. As a result, in 2007 UB set up a Digital Scholarship Task Group whose terms of reference
included, among others, making recommendations on future directions for the University’s Library Services,
eLearning, and e-Research in the digital environment as well as recommend specific actions for developing
a unified digital academic environment for the period 2009-2015 and beyond. Among the recommendations
made specifically for the Library, was that UB Library “should acquire cutting edge technology relevant for
digital scholarship services” (TASK GROUP ON UB AND DIGITAL SCHOLARSHIP, March 2008). Further, it
recommended the Library to take up responsibility of digitization of special collections, carrying out user
education of staff and students on use of resources, marketing of resources and services, and fast tracking
availability of digital repositories through policy development.
In February 2008 UB approved Learning & Teaching Policy and Research Strategy to ‘provide guidance to
all staff on the implementation of the learning and teaching processes” (Learning and Teaching Policy, UB,
2008) and intensify research performance for the institution. Through this policy UB recognizes the fact that
the world is a changing environment which requires the institution to “provide relevant academic
programmes of high quality that are based on innovative educational processes and the application of
appropriate technologies” (Learning and Teaching Policy, UB, 2008). The policy is student or learner centred
with emphasis on creative and innovative learning that prepares students for the world of work and life-long
learning by creating conducive learning environment that will enable students to apply information and
communication technologies in their learning. Through this policy UB recognizes the need to increase
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accessibility to tertiary education through distance learning by using communication technologies to link
learners to remote resources for independent learning and instructional purposes. E-learning technologies
that apply to on-campus students will also, equally benefit distance learners.
During the same year, 2008 UB developed a research strategy that will result in “Intensifying Research
Performance” and contribute to “national research and innovation system” (UNIVERSITY RESEARCH
STRATEGY, 2008) through collaboration at national and international level. The aim of the research policy is
“to increase the number of research outputs by University staff, particularly in terms of publications in the
scholarly literature (UNIVERSITY RESEARCH STRATEGY, 2008). It is the understanding of this policy that
“the establishment of the digital research repository will provide scholarly access, visibility and usability to
the University’s research output” (UNIVERSITY RESEARCH STRATEGY, 2008).
UB Library, as a support department that is regarded as a centre of academic learning, is committed to
providing access to relevant information for leaning, teaching and research through application of
communications technologies. The Library has a major role to play in support of learning and teaching
policy, research strategy, digital scholarship, and e-learning. In this regard the Library should be seen as an
integral partner in formulation of policies that directly affect learning, teaching, and research. An OCLC Task
Force on e-learning (CARL, 2005) found out that there is no shared strategic approach to e-learning
amongst university departments, even though they have similar interests in digital technologies initiatives.
Background Information
The UB Library was established in 1971, and it has since grown to include main library in Gaborone and
branch libraries in Faculty of Engineering in Gaborone, Centre for Continuing Education (CCE) in
Francistown, and Harry Oppenheimer Okavango Research Centre (HOORC) in Maun. The Library is
organized along subject basis, with a team of subject librarians responsible for a cluster of subjects and
liaises with respective academic departments to provide relevant information resources and services for
learning, teaching, and research.
The Library is serving a population of over 12000 students, including part-time and distance learners, with a
projected growth of about 15,000 students by 2010 and 20,000 by 2020. UB Library serves seven faculties
which include Business, Education, Engineering & Technology, Health Sciences, Humanities, Science, and
Social Sciences. The faculty of Health Sciences is new having been established in 2007, to include School
of Medicine, Nursing and Allied Health Science, and Environmental Health. Completion of the buildings is
targeted for 2010. The Campus master plan includes development of HOORC into a full fledged campus. All
these developments have implications for the Library in terms of providing adequate resources for learning
and research.
Digital Libraries and E-Learning
Generally, e-learning has been integrated into university curricula by different faculties, while from the library
side its integration was seen as an opportunity to integrate library resources and services in support of
learning, teaching, research, and outreach. In the past years UB had made attempts to integrate e-learning
with academic work. In order to speed up the application of communication technologies in e-learning UB
came up with the Digital Scholarship report, the Learning &Teaching Policy, and Research strategy as an
effort to guide implementation of this e-learning initiative.
It is clear from research that Digital Scholarship and e-learning are related and integrated in technology
managed environment. E-learning can effectively take place in a digital environment. According to Wang,
2004, e-learning “denotes information and communications technology enhanced learning by delivering
learning contents and activities via internet, intranet/extranet, audio/video, satellite broadcast, interactive TV,
and CD-ROM” Many authors agree with this definition and the fact that e-learning is blended traditional faceto-face teaching and learning that is combined with using communications technologies to enhance student
focused and directed learning and teaching processes (Ojedokun, 2003; Akeroyd, 2004; Karim, (n.d.)) that
support both life-long and distance learning. In defining e-learning CARL (2005) points out that “e-learning
encompasses research, learning and teaching in the digital environment” where students have access to
courses offered online with instruction and course materials, instructors notes, course topics, and discussion
forums all of which are accessible online.
Development of Digital Libraries is also linked to e-learning. Digital Libraries provide technology based
information and services to enable learners to access relevant information and services anywhere anytime,
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as well as provide empowerment for innovative and life-long learning. Krishnamurthy (2005) defines digital
libraries as “electronic libraries in which large number of geographically distributed users can access the
contents of large and diverse repositories of electronic objects (networked text, images, maps, sounds,
videos, catalogues, data sets). Academic libraries apply appropriate communication technologies to provide
support to e-learning and e-research by providing seamless access to electronic resources and services.
The range of electronic resources include online catalogues, databases, multimedia, online journals, digital
repositories, electronic books, electronic archives, and online/electronic services (Barton, 2005;
Lukasiewicz, 2007; Petegem and Branden, (n.d.)). The use of cutting edge technologies by academic
libraries to provide access to resources and services in support of learning, teaching, and research has
benefited both on-campus and part-time/distance learners. Both students and lecturers can undertake
learning and research without being in the library.
Digital Scholarship Task Group of UB defines digital scholarship as “an integrated collaborative blended
environment which embrace cutting-edge technologies in learning, research, teaching, professional, and
administrative services”. The focus of this definition is on application of communication technologies in
supporting e-learning through collaborative partnership effort of academics, students, and support
departments such as Library, Academic Development, and Administration. In such an environment support
departments provide online and electronic services in support of learning, teaching, and research. It refers to
collaboration amongst partners in a technology supported environment that allows integration of learning
and teaching related knowledge, course content, information resources and services, and institutional
services for flexible learning. According to Thomas (2007) Digital Scholarship is about applying digital
technologies in scholarship of teaching and this refers “to the way in which scholarship knowledge is
produced and disseminated or displayed in a digital medium for the purpose of teaching or research”. In this
environment research output, knowledge, course content, lecture notes and other materials needed for
learning are made available and accessible online, thus encouraging sharing of knowledge that can be used
to improve student learning. From the IT side Digital Scholarship is understood as a networked campus
environment that provides extensive access to digital resources through use of appropriate software,
courseware and databases to enhance learning, teaching, research, and administrative services.
The definitions of e-learning/digital scholarship and digital libraries indicate an inseparable link between elearning and digital libraries or electronic libraries. To a large extent both apply similar communication
technologies to enhance learning, teaching and research. E-learning assumes a collaborative effort and
integration of content, resources, and services in support of flexible learning and research. An academic
library, faculty, and academic development department managing e-learning may use same technologies to
facilitate learning and access to resources and services. It is quite understandable that an e-learning
environment, which is collaboratively developed by IT, Library, Instructional Design, Administration, and
faculty, can provide both students and faculty with sustainable infrastructure and seamless access to
knowledge, course content, information resources and services, all from one integrated service point. For
the purpose of this paper Digital Scholarship is all embracing and inclusive of e-learning and digital libraries
or electronic libraries.
E-learning support initiatives by UB Library
EDDI Consultancy
As early as 2000, UB Library and the Centre for Academic Development (CAD) took an initiative to integrate
communication technologies in learning and teaching in order to achieve the University vision of leading
academic centre of excellence in Africa and the world. This initiative was through the Education, Democracy,
and Development Initiative (EDDI) Consultancy which recognized, among others, the University’s vision of
fostering “student-centred, technologically advanced, collaborative learning’ and “technology enhanced, and
critical-thinking enabled life-long and distance learning”. The Consultancy recommended an improvement in
e-learning initiatives and turning the Library into a Learning Resource Centre, as well as integrating distance
learning initiatives within the general University plan (Brown and Peterson, 2001). The Educational
Technology unit of CAD was charged with providing leadership, vision, and implementation of e-learning
initiatives. An e-Learning Support Centre was established to undertake training of academic staff in
integrating educational technology into the curriculum to provide access to content. As part of its initiative,
Educational Technology Unit constructed e-learning Smart classrooms, purchased video conferencing, and
WebCT as an e-learning management system which include content, discussion facilities, bulletin boards,
and assignment tools enabling flexible learning and teaching with students studying at their own pace. UB
used blended approach in e-learning where by different traditional and digital methods and media are
integrated in learning and teaching (Uys, 2001).
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Research indicates that e-learning thrives in a collaborative environment which allows for integration of
resources and services for the benefit of the learner. It was in this light that the EDDI Consultancy
recommended harnessing administrative support, support from Ministry of Education, and UB e-learning
(UBeL) team consisting of Centre for Academic Development (CAD), Centre for Continuing Education
(CCE), Educational Technology (ET), Information Technology (IT), Geographical Information Systems (GIS)
in Environmental Science, Institutional Research, and the Library to develop the e-learning initiatives (Brown
and Peterson, 2001). This collaboration creates an integrative environment where faculty can easily find
specific and relevant support from various partners. Although the various units of UB had a shared
understanding of collaboration there has been no formalized or institutionalized collaboration, thus resulting
in inconsistent partnership in service convergence. Faculty and support units worked independent of each
other in delivering content and providing support resources and services. However, Faculty, Educational
Technology, and Library used the same e-learning management system, the WebCT in providing support to
learning, teaching and research. The Library made initiatives to deliver information literacy course content,
class exercises, and assignments through WebCT. Other initiatives included providing resources and
services through workstations, digitization, and Archiving of materials
Learning Commons and e-Learning
The idea of changing the UB Library into a Learning Resource Centre (LRC) was based on the Library’s
vision to effectively and efficiently support e-learning within the University. The EDDI Consultancy had
recommended integration of developments of the Library within the University e-learning design teams.
Recommended developments included re-design and configuration of workspaces to facilitate collaborative
learning activities, as well as create learning environment that accommodates individual and group learning.
Such an environment places more emphasis on learning support for active learning rather than passive
learning. According to Ojedokun (2003) the focus of LRC is on “student learning, accessibility and flexibility,
resource-based activities” in an environment that allows group study, service of equipment, and training of
users. Developing learning commons provides an opportunity for UB Library to proactively and actively
integrate resources and services into e-learning. In order to implement the EDDI recommendation on LRC,
in 2007 UB Library came up with a project plan on implementation of Learning Commons as a contribution
to digital scholarship to enhance e-learning by having a plan that will create a one stop learning-teaching
environment that integrate support from IT, Library, Educational Technology, Administrative, and Campus
services to meet the needs of students and faculty. According to Jain (January 2008) learning commons
brings in a “service model, which converts multiple service points to a single service point in the close
collaboration of various service partners, which include an IT help desk, reference desk, learning support
services, academic services, research help, information literacy, writing services and subject experts”.
UB Library sees development of learning commons as an opportunity to integrate and increase access to
library electronic resources, services, and information literacy training. Currently the design briefs and
budget for a phased out plan of learning commons at UB Library has been completed, and configuration of
spaces is targeted for 2009. Once implemented the learning commons is envisaged to bring faculty and all
UB support units in close collaborative working relationship to support learning, teaching, and research.
UB Library Automation (INNOVATIVE System) and e-Learning
The University of Botswana Library was one of the first departments to automate its services. The vision of
UB Library’s automation was to provide optimal and seamless access to library resources and services in
support of learning, teaching, and research. Automation was done in 1999 through an integrated library
system, using the INNOVATIVE system, to bring all resources from main library and branch libraries in
seamless access to students and staff anywhere anytime where there is internet connectivity. From the
online catalogue, which is available on individual desktops, customers can easily identify and locate
available resources from their offices. Whereas, the online and public access catalogue (OPAC) is
accessible to all, the challenge has been that of providing access to online journals and electronic databases
to students and faculty outside campus and in remote locations. Electronic journals and databases
resources are accessible only to students and staff within campus premises. This challenge is due to the
fact that the University has not yet resolved authentication issues for remote access outside the institution.
UB Library needs to take a proactive role to ensure access to all electronic resources irrespective of
location, distance and time. In order to integrate its resources and services in learning, teaching, and
research, the Library has provided hybrid resources (print & electronic) and services to accommodate the
needs of both on-campus and distance learners, even though distance learners have benefited more from
access to print than electronic.
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UB Library has put a plan to increase the computer workstations to 800, to enable students to have access
to information research, course work and assignments. Following EDDI Consultancy (Brown and Peterson,
2001) recommendation on utilization of spaces, UB Library installed “information kiosk” computers in
seminar/study rooms and on the floors for quick and short information search, and also made provision for
patron-owned computers to connect to the network in the Library. Currently UB is working on wireless
network connectivity that will facilitate students and staff using their own laptops thus creating an
environment of flexible learning. According to Moyo (2004) a “move towards ownership of PC and laptops
has implications for technology infrastructure that allows access to electronic resources and services”.
Through the online catalogue (Medupe) students and staff are able to access print and electronic resources
organized according to subjects and course offerings by the departments. These resources are normally
selected as a result of liaison between subject librarians and lecturers to identify relevant materials to
support learning, teaching, and research. UB Library has also made relevant help information on how to use
resources and services. This service is available from the Library web site to assist students and staff to
access relevant information. The services available to all students and staff from remote access include:
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New acquisitions to indicate newly acquired materials per department
View your patron record to see materials borrowed by an individual customer with an option to
renew the borrowed materials without visiting the Library
Request for materials that are borrowed by another customer. Upon return of the material,
communication is then sent to the customer who made the request to come and borrow the
material
Customers can suggest additional items that the library should acquire based on their need. The
request can be made online.
Materials placed on reserve by lecturers for specific courses
E-mail communication is provided through the system to enable a two way communication between
customer and the Library
Online charges and fines are made available to customers.
Searching for Past Examination Papers by faculty, department and course numbers providing
access to full-text
The UB Library online public access catalogue (OPAC) has been designed to bring all resources together in
such a way that customers can access both print and electronic resources. OPAC is used as gateway to
electronic information services by accessing links to electronic journals, free online and electronic resources,
portals and other websites, and thus providing remote access that could benefit distance learners if issues of
authentication are resolved. Mitchell and Watstein (2007) point out that e-learning management systems
that facilitate learning, teaching and research, can provide opportunities for integration of library resources
and services through linking of basic library information, resources, and services. UB Library provides
information search strategies for the online catalogue and electronic databases enabling students and staff
to find manageable and relevant information for learning, teaching, and research.
From the UB Library side the Millennium modules provide management information in terms of ordered and
received materials, as well as usage information on electronic resources and the collection. It is the role of
subject librarians to share this information with lecturers as a way of supporting learning, teaching and
research by making departments aware of what is available and how it is used. It is understandable that
digital library services include the use of digital information for administrative purposes to monitor and
manage usage of collections, databases, electronic resources (Karim and Dih (n.d.), and inter-library
lending, and produce informative reports that can inform decision making related to learning, teaching, and
research support.
As a way of enhancing delivery of specific relevant information in support of learning, the Library made an
initiative to develop subject specific portals to bring together, in one platform, all resources and services
linked to course offerings by departments. The UB Library subject portals brought OPAC, online databases,
and electronic resources, as well as lecture notes from the Internet to enable faculty to easily find resources.
This is one way of making information resources and services readily available to faculty (CARL, 2005).
Through the portals, departments receive current awareness services on conferences and other events.
Murray (2003) points out that developing portals is one way by which libraries can avoid Google competition
by providing one place through which students and lecturers can search and find relevant quality
information. Portals provide an opportunity for the library to be visible and relevant to departments if
students and lecturers can find relevant information through one place.
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E-Book service
CARL (2005) has suggested that it is important to put in place an e-learning strategy that allows faculty to
find relevant resources and services that can be integrated in specific courses. It is the role of digital libraries
to offer networked resources and services in various formats. The UB library provides information accessible
from various formats, which include books, journals, microforms, videos, audio, electronic databases,
electronic journals, and electronic books. UB Library currently has a collection of about 1208 e-books
available from three platforms, which include netLibrary, MyiLibrary, and ECHO, as a means to provide
faculty access to e-books in their relevant subjects. The size of e-book collection in UB library is still
relatively small and has not yet covered all the subjects. The Library is yet to come up with a revised
collection development policy to guide the purchase of e-books and loaning of content to other institutions
through inter library lending service. UB Library has opted for perpetual access, which allows for future
archiving, rather than annual access to selected titles. The Library has purchased single-user access at a
time, but with a possibility of requesting multiple accesses depending on usage statistics of individual
statistics or when a lecturer wants the material to be used in electronic reserve. The titles have been chosen
by subject librarians in liaison with the faculty and based on curriculum analysis to determine relevant
materials. UB Library has purchased the use of Bowker Book Analysis System (BBAS) for use in analyzing
the collection to determine strengths, weaknesses, and core titles within each subject area. The advantage
with e-books in e-learning support is that e-books provides searchable full-text content which can be easily
integrated with the course content by way of providing links to relevant books, many of which may be cross
referenced to other related resources. Further, e-books can solve the problem of e-reserve, especially
copyright clearance, as full-text will be accessible to all anywhere anytime, provided issues of authentication
for remote access are addressed.
In order to adhere to metadata standards all the e-books purchased by UB Library come with MARC records
with appropriate metadata. This enables e-book records to be integrated into the Millennium workflow for
cataloguing to make them accessible from OPAC just like the rest of materials.
E-Reserves and e-learning
Reserve services provide course related resources or materials to support learning and teaching. The
resources are placed on reserve by lecturers in consultation with subject librarians. For many years UB
Library managed “Print-Reserve” by providing access to textbooks, book chapters, and articles. The
challenge posed by print reserve has been that these materials are not accessible to distance and part-time
learners from remote locations.
The use of communication technologies by academic libraries has greatly transformed the way reserve
services are managed. Web-based technologies currently being used by academic libraries have the
capability of providing users with seamless access to integrated print and electronic resources, making such
services available 24/7 from remote locations. As mentioned earlier, web-based technologies have the
advantage of providing access to information in all formats, as well as bringing close collaboration amongst
students, faculty, library, IT, academic development, and administrative services resulting in an integrated
environment that supports learning, teaching, and research. In 2007 UB Library took an initiative to start
electronic reserve to enhance delivery of information resources to students, including distance learners. The
E-Reserve started small with a pilot which involved the following:
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Subject librarians were requested to liaise with their departments and request lecturers to submit
materials they would like to place on reserve, preferably electronic copies.
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The Library went ahead to digitize all materials which were already placed on Reserve in the
previous year. These were materials, particularly articles on local content, that lecturers wanted to
be put back on reserve, but did not require copy-right clearance. Lecturers were also requested to
grant permission to the Library to digitize publications they have authored.
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Where materials required copyright clearance the UB Library used SHERPA RoMEO website
http://www.sherpa.ac.uk/romeo.php to check for those materials where publishers allow free
access and linking without the need for copyright clearance. Such materials would be linked directly
to electronic reserve. Payment was made for those materials where the publisher required payment
to allow linking to electronic reserve.
The challenge with regard to E-Reserve is that currently Botswana does not have a copyright clearance
agent, and therefore there was a need to write to individual publishers to grant such permission. At the same
time the Library had not come up with a budget and implementation plan for e-reserve.
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In order to positively contribute to Digital Scholarship, UB Library needs to be proactive and take advantage
of emerging technologies to fast-track development of electronic reserve to support the learning and
teaching policy which puts more emphasis on student-centred and active learning. Electronic reserve has
the advantage of “increasing access to what would otherwise be scarce print resources” (Dugdale, 1999)
due to high demand of resources as a result of implementation of learner-centred policies and module based
teaching. Close collaboration with faculty, students, IT, Educational Technology, Administration, and Library
is needed in order to provide relevant efficient and effective resources and services that directly promote
student-centred learning. According to Dugdale (1999) collaboration between faculty and library has the
advantage of ensuring that students have access to relevant information for each module of the course.
Technologies used for electronic reserves have capabilities of making access to teaching aids such as
slides and videos, access to learning materials such as digitized and electronic resources, access to lecture
notes, and access to assignments online. Such a collaborative environment has the advantage of integrating
library resources and services directly into learning, teaching, and research as students are provided with
one service point to access all resources and information they need irrespective of time and location.
Assigned readings become available 24/7 (Weible, 2003) while assignments become readily accessible in
electronic format. Furthermore, collaboration between faculty and library helps librarians to understand the
focus of course modules so that resources purchased are relevant and directed to satisfying the information
need of each module. In this collaborative environment, lecturers no longer become passive recipients of
learning materials, but active participants in selecting and purchasing resources that meet students’
information needs.
Electronic Reference service and e-learning
Communications technologies have also transformed the way academic libraries provide reference services
to students and faculty. The expectation and demand of users is for academic libraries to provide
personalized assistance irrespective of location and time (Dollah and Singh (n.d.); Maharana and Panda
(n.d.); Mardikian, 2007) because such assistance can be provided electronically without users being
physically available in the library. Moyo (2007) point out that the “24/7 availability of the web has resulted in
users expecting 24/7 online help” at the time of need. Provision of electronic or digital reference services at
UB Library have included accessibility of electronic resources through OPAC, e-mail communication and
feedback form service. Students and lecturers can request for materials online through OPAC and receive email response when request material is available. Customers also receive e-mail communication regarding
overdue materials. However, access to electronic journals and databases are not accessible to distance
learners outside campus due to unresolved authentication issues. UB Library has provided a feedback form
service through the Library web site from which students and faculty can ask questions, make suggestions
and comments and receive feedback from the Library online. While this service is available it has not being
utilized efficiently and effectively due lack of marketing of the service, and the fact that the Library has not
employed a dedicated reference librarian. Reference information is provided by subject librarians in the
evenings and weekends on rotational basis resulting in lack of accountability for effective delivery of service.
Provision of electronic or digital reference services involves using networked technologies through which
users can ask questions and receive answers online. The services generally include, among others, face-toface reference service, e-mail reference service, interactive reference service using chat technology, links to
e-resources including free resources, frequently asked questions (FAQ), feedback form service, web form or
query form service, question point service, videoconferencing, and collaborative reference service through
library consortia (Maharana and Panda (n.d.)). Although UB Library may not provide all these service, the
provision of web-based reference services to students and faculty of the University of Botswana provides
another great opportunity to integrate information resources and services into Digital Scholarship or elearning. Mardikian (2007) has identified opportunities of providing electronic reference service in an
academic library as including the following:
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Providing proactive service at point of need by being a roving reference librarian on the floor.
Network users with specialists in other institutions for them to get relevant information including fulltext and multimedia.
Providing information literacy over the networked environment using interactive tutorials.
Developing interface to link users to access appropriate information resources on specific subjects.
Develop expert systems to assist users with information retrieval and filtering based on need.
Partnership with teaching and research whereby a librarian works within the faculty and together
with individual lecturers consult with students on progress with assignments and research projects
and provides relevant assistance.
Web-based reference service enables students and faculty to get seamless access to relevant resources on
a 24/7 service. Reference service is customer focused as assistance is provided to individual seeking
specific information to compete an assignment or research. As reference librarians provide reference service
to students they begin to identify the need to provide training and advise on understanding information
resources, their use, and how to select appropriate databases to search for information, hence the
relationship between reference service and information literacy. It is important that provision of information
literacy be part of the reference information services so that the training or instruction is linked to student
information need.
Collaboration in providing electronic reserve services can also be done at institutional level, where
institutions within the same consortia work together to provide access to relevant resources and services in
support of learning, teaching, and research. Such collaboration will eliminate duplication of effort where
resources are already available. UB Library should consider discussing collaboration on implementation of
electronic reserve with institutions within GAELIC, IUG, and SANLIC Consortia.
e-Granary Digital Library and e-learning support to distance & & part-time learners
Although the Learning and teaching policy of UB recognizes the need to increase accessibility to tertiary
education through distance learning by using communication technologies to link learners to remote
resources for independent learning and instructional purposes, the initiatives taken by Educational
Technology, Centre for Continuing Education, and the Library leaves room for more to be done. Thomas
(2007) explains that support to distance learners has been done through various modes of delivery such as
print, WebCT, audio, and videoconferencing. Initiatives from the Library has been provision of mainly print
resources, with a serious challenge on provision of remote access to electronic journals, electronic
databases, and electronic books owing to unresolved issues of authentication and the lack of network
connectivity in areas where distance learners are found. Most of these areas are rural environments without
internet connectivity. As part of its initiative UB Library spearheaded negotiations and signed Memoranda of
Understanding with stakeholders such as Ministry of Education to find accommodation in schools and
technical colleges where relevant library resources can be provided for courses taken by distance learners.
Currently, where such places are available students can only access print resources as internet connectivity
does not exist.
In an effort to provide remote access to library resources and services to distance and part-time learners on
an equal basis with on-campus students, UB Library has taken an initiative to purchase e-Granary software
as an information delivery system to target CCE rented premises at government schools and colleges where
there is no access to internet. Through the e-Granary digital library internet-based and multimedia
resources, such as videos, audio, e-books, e-journals, and electronic databases, will be extended to
distance and part-time learners. The e-Granary digital library provides students with an opportunity of a true
“look-and-feel” of Internet with capabilities to access digitized multimedia resources. Currently UB Library
has piloted the system, and is awaiting purchase of servers for installation in identified various centres.
Subject librarians are currently working with departments in identifying content for the e-Granary, and such
content will definitely have to be relevant or linked to specific information needs of the learners. The
implication for this is that information will have to be updated regularly and in consultation with the learners.
UB Library will have to work in partnership with CCE lecturers to know their course content so that
information resources and services can be integrated into the unique courses.
Information Literacy and e-learning
Academic institutions the world over are now recognizing the importance of developing life long learners. UB
Library recognized its role in providing skills of learning-how-to-learn and life long learners over the years
starting with orientation, bibliographic instruction to integrated information literacy. As a way of contributing
to e-learning, UB Library started offering a credit bearing course on information literacy to all first year
students. The course is offered as a component of the Computing and Information Literacy Fundamentals
general education course (GEC) to provide students with skills of learning how to learn and for life-longlearning. Students studying this course are expected to first gain computing skills which are applicable, more
especially, to finding relevant information on course work, assignments, and research. The information skills
module generally covers the following topics:
 Understanding the concept of information, information resources, types of information sources
 Organization of information sources
 Using information access tools
 Evaluation of information sources (print, electronic, and Internet)
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
Ethical and legal use of information
Teaching of information literacy includes theory lectures, practical exercises on searching information in
various databases and resources using various access tools, locating information, and evaluating
information. Teaching also focuses ethical and legal use of information with emphases on how to avoid
plagiarism, and copyright issues, and how to do proper citation or referencing of information used. Basically
the greater part of the course is hands-on practice using different class exercises. The lecture notes, lab
practicum or exercises, laboratory manuals, submission of assignments and marks are posted on WebCT.
UB Library collaborated with Educational Technology unit to design and post information literacy content on
WebCT to help students to learn how to learn. Information literacy exercises and manuals are meant to
assist students to practice and learn at their own pace.
In addition to offering information literacy at 1 st year, UB Library offers course linked and needs specific
information literacy to all students from 2nd year and above. At this level UB Library made initiatives to
integrate information literacy into course content as students engage in learning and research. The areas of
integration include teaching topics on plagiarism, referencing or citation, followed by tutorials and manuals
on information search strategy for print and electronic resources. Subject librarians work together with
lecturers to identify assignments and research undertaken by students or lecturers and provide relevant
training based on the need.
Web based tutorials can reach many students, as well as lecturers. Using web based tutorials provides an
opportunity to develop course-related tutorials that will enhance students learning. In order to enhance
delivery of information literacy and e-learning, UB Library posted lecture notes, manuals, and laboratory
exercises in WebCT to enable students an opportunity to learn at their own pace and apply the information
skills in their learning and research.
In 2007 UB reviewed the General Education Course, and in line with that review UB Library is currently
working on reviewing its information literacy offering with a focus to move towards institutionalized
integration of information literacy skills into the subject curriculum. This will involve integration into core
courses, including research courses, that will be identified by departments and working together with the
Library in the design and development of content, as well as assessment instruments. In their study of
libraries and e-learning, CARL (2005) concluded that offering information skills was essential for the success
of online learning and that a strategy need to be put in place for collaborative partnership of faculty, IT,
Library, and instructional design departments if e-learning is to be sustained. Such a collaborative
environment will enable a library to integrate its resources and services and reach out directly to faculty. The
idea of integration of information literacy into the curriculum is derived from a common understanding that
students tend to learn better when information skills are taught at the time of need when students are
undertaking information research for an assignment or research project. Once information literacy is
integrated it makes it possible to assess student’s understanding and use of information in problem solving
and creating new knowledge, as well as the ethical use of information from various sources.
Digitization initiatives and e-learning
UB Archives
UB Library is involved in a number of digitization projects which include Archives and Digital Repository (DR)
or Institutional Repository (IR). Digitization at UB Library has been undertaken as one of the projects
recommended by the EDDI preservation and Digitisation Consultancy of 2003. Digitisation is an initiative
undertaken to achieve the UB Library’s vision of distributing access of local content and research materials
to all students and faculty. The preservation and digitization Consultancy noted the need for access to
archival and library materials, specifically the Harry Oppenheimer Okavango Research centre (HOORC)
ecosystem collection, University Records collections, and local content materials as a way of enhancing
access to research information. The Consultancy also noted the fact that digital collections have advantage
over print by increasing seamless access irrespective of distance. The Consultancy requested UB to
consider revising the legal deposit law specifically to enable collection of electronic copies of completed
research output, including electronic theses as a cheaper way of digitization than converting paper to
electronic format. Furthermore, the Consultancy recommended establishment of Copyright clearance office
if digitization was to be speeded up.
In order to implement digitization, UB Library established an Archive Unit which was given a mandate of
being University Archives to archive all UB documents held at different departments (academic and
administrative) for preservation and accessibility to researchers. However, before establishing an Archive
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unit, UB Library had undertaken some initiatives in digitization. These included digitization of past
examination papers to enable electronic access previous examination papers organized by faculty,
department, lecturer and course number. Periodicals contents pages service to academic staff was also
digitised to provide lecturers with subject specific current awareness service on newly subscribed and
sample copy journals. This provided information on recent articles published in a given subject area.
The Archive Unit of UB Library identified different types of materials for digitization, which include the
following (Jain, 2007):









Selected academic and administrative documents
A three stage digitisation project under the auspices of the BIOKOVANGO project that includes
Peter Smith's annotated maps, H.J. Heinz' colour slides and Richard Bell's notebooks.
Peter Smith and Heinz photo and slide collections featuring ecological and anthropological images.
Incorporation of oral history/interview materials from HOORC archival sources in the Okavango
indigenous knowledge repository
Botswana Collection material in Maun which include selected Okavango and Ngamiland grey
literature materials not included in the Smith collection, copies of Graham Child’s manuscripts, and
the Okavango Research group reprints.
HOORC recently acquired materials from the collection of the late Richard Bell, an ecologist who
worked for several years in the Okavango Delta. Dr Bell’s notebooks are also a candidate for
digitisation.
Botswana collection, which include original and unique material such as NIR subject files, theses,
targeting popular themes such as education or HIV/AIDS, and valuable and rare material especially
where there is only one copy.
Private Archive Collections such as Tshekedi Khama Collection, Sheila Bagnall’s letters and Bessie
Head manuscript.
UB Archives, which includes Senate minutes and papers, Council minutes and papers, and Photos
of UB buildings, events, graduations and personalities.
The criteria for selecting materials for digitisation were based on the following (Jain, 2007)
 Actual / potential high use material with poor accessibility
 Material which is difficult for researchers to handle and consult (whether in terms of physical fragility, size
or format)
 Unique copies / rare out of print material
 Material with vital information
 Material with intrinsic and extrinsic value – value may come from individual items or from the collection.
 Additionally, administrative records (heritage and cultural) produced in bulk which do not require long term,
legal or on site retention of the original and / or which could be indexed electronically to improve access
are sometimes selected for digitization.
Copyright is an impediment to digitisation and therefore it is critical to understand copyright issues and plan
for copyright clearance if digitisation has to be successful. Botswana does not have a copyright clearance
house or agent and this has posed a serious challenge to digitisation efforts at UB. Digitisation initiatives
started with those materials for which copyright clearance could be easily requested from individual authors,
and materials for which copyright is not required. UB Library used SHERPA RoMEO website
http://www.sherpa.ac.uk/romeo.php to identify those publications which do not require copyright clearance
for linking through local website.
Multimedia Resources and e-learning
UB Library has a large collection of multimedia materials, which consist of audio, video, CD-ROM, microfilm,
microfiche, and DVDs. Although these resources are purchased and their records integrated into Millennium
system, their management poses a serious challenge, as all of them require special equipment for storage
and accessing information. Currently the multimedia resources are loaned to students and faculty just like
short-loan print materials, thus exposing them to damage. The resources are of no benefit to distance and
part-time learners who may not even have the equipment and power to access information.
Emerging communications technologies nowadays provide an opportunity to academic libraries to manage
all their multimedia and electronic resources. The resources can be digitized to provide seamless access to
10
information, images, pictures, and sound contained in these multimedia resources. Digitizing all multimedia
resources at UB Library will open up a great opportunity to integrate its resources and services in learning,
teaching, and research. Digitized resources will greatly enhance access to information anywhere anytime on
a 24/7 service to students, including distance learners, and faculty. There are a number of emerging
technologies such as Web 2.0, referred to as Library 2.0 and Podcasts or iPod that are being used by
universities, particularly academic libraries to manage learning environments and learning content. These
technologies can be used to distribute learning and research content, including multimedia content, making
it available and accessible over distance and time. Web 2.0 technologies refer to web based technologies
that provide interactive open access that allows users to remotely collaborate, create own content, edit, and
share research, information, and knowledge presented in the form of audio or video (Manes, 2006; Craig,
2007; Oberhelman, 2007). Web 2.0 technologies can be used to encourage collaboration amongst students,
faculty, and support departments in an academic institution. The technology allows students to actively
participate in their learning by accessing and downloading relevant information, as well as discussing
assignments and research projects with colleagues and lecturers through various facilities, which include
among others, blogs, wikis as open web-pages, social networks, open source, video sharing, and tagging.
One of the emerging technologies currently being exploited by universities to enhance e-learning, teaching
and research, is podcasts technology, which allows posting of various files with audio and video content for
sharing information and allowing downloading of such files to access information at students’ own learning
pace and style (Barnes, 2007; Berk, Olsen, Atkinson and Comerford, 2007). Podcasts are used to create
and disseminate relevant information resources and services directly to students, lecturers, and researchers
over the web. According to Berk, et al. (2007) “universities have taken advantage of the ease of production
and use of Podcasts” by recording course lectures, tutorials, course materials, and university news and
events and posting them over the web for ease of access and use in learning and research. The use of
Podcasts in support of e-learning has greatly improved communication and collaboration between students
and lecturers and support departments by integrating g relevant information for learning, teaching, and
research.
The University of Botswana, particularly the UB Library has not yet taken advantage of Web 2.0 and
podcasts technologies in support of e-learning. These technologies are appropriate for a student centred
learning environment that emphasizes active learning, as clearly stated in the UB Learning and Teaching
Policy. Availability of these technologies provides an opportunity for UB to use technologies that will allow
collaborative learning, teaching, research, as well as provision of relevant resources and services can be
easily integrated in Digital Scholarship. If integrated into Digital Scholarship Web 2.0 or Library 2.0 will allow
collaboration amongst faculty, students, Library, IT, and Administration in support of learning and research.
UB Library has an opportunity to use Podcasts to integrate information resources, services, information
literacy tutorials, and marketing of library services. Areas in which UB Library could use Podcasts include
the following:

Marketing of resources and services – Podcasts can be used in marketing local content and
research collection such as Botswana collection directly to researchers. This will enable students,
faculty, and researchers to be directly linked to materials they need for specific research. Marketing
can also include news and events taking place within the University in general and the Library in
particular. Library orientation and tours can also be run through Podcasts, thus reaching out to
majority of students including distance learners.

Reference service and Information literacy – UB Library can use Podcasts for information literacy
covering tutorials on information search strategies, plagiarism and proper way of referencing or
citation, borrowing and renewal. Providing reference information in the library helps to identify
students information needs to complete their assignments and research. Through the service
reference librarians can identify specific training need to be provided to individual students.
Reference librarians can also compile frequently asked questions (FAQ) which can be podcasted
for the rest of the students.
If integrated in Digital Scholarship, Podcasting will provide a collaborative environment where students will
be accorded opportunity to access information in various formats from multiple departments anywhere
anytime using devices of their choice and learn at their own pace.
Digital Repository OR Institutional Repository
According to Akeroyd (2004) “institutional repositories have been posited as a requirement for universities in
order to preserve the intellectual record of the institution”. Its role is to deposit publications or research
11
output for ease of accessibility to researchers. It serves a multiple purpose of preservation, archiving, and
dissemination of information for knowledge sharing amongst scholars. It is a digital research repository of
the research output of an academic institution whose purpose is to enable researchers to publish their
research and provide free access to information. It is used for management and dissemination of digital
materials, which include among others, course notes, scholarly articles, multimedia items, images and local
content publications.
Many academic institutions nowadays use DSpace open source platform for accessing, managing, and
preserving scholarly works. Institutions customize the DSpace system for management of their digital
materials. Development of UB’s institutional repository was initiated by an Institutional Repository team,
consisting of IT, Library, and headed by the Office of Research and Development (ORD) in terms of policy
formulation, procedures and guidelines on services to be offered, intellectual property and copyright issues,
as well as self-archiving. The UB Library was mandated with the hosting of IR and development of digital
content and metadata strategies for accessibility. In 2007 the team developed a working prototype known as
the UBSpace http://kgotla:8080/dspace., with subject librarians being responsible for content. This was
shared with departments and faculties to facilitate awareness and encourage lecturers to use the system for
depositing their research output. Development of UBSpace is one of the strategic initiatives by the Library to
contribute to the achievement of building quality research and increase the number of research outputs by
University staff through enhanced collaborative research. The success implementation of UBSpace as an
institutionary repository will positively contribute to digital scholarship in terms of increased availability and
accessibility of research publications in different disciplines and research areas.
Conclusion and Recommendations
UB Library has made some proactive initiatives in support of Digital Scholarship or e-learning using
emerging cutting-edge technologies to provide access to print and electronic resources and services.
However more remains to be done as emerging technologies provide great opportunities for UB Library to
integrate its resources and services into learning, teaching and research. UB Library should move fast to
exploit available cutting edge technologies to implement electronic reference service and digitize multimedia
resources.
Digital Scholarship is generally seen as application of emerging communication technologies in a
collaborative environment in support of learning, teaching, and research. Collaboration brings all partners
such as faculty, IT, instructional designers, administration, and library to support student-centred and active
learning. In this view Digital Scholarship concept should be seen as embracing support provided by all
departments within a given institution. In Digital Scholarship environment faculty and students are provided
with seamless access to electronic information resources and services from various support departments.
Successful implementation of Digital Scholarship, in an academic institution, requires development of a
digital scholarship strategy that will formalize partnership between faculty and all support departments.
Through the strategy the role of each department in support of Digital Scholarship, will be clearly defined.
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