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Prof
Ocholla, Dennis N.
Department: Information Studies
Research Interest(s): Information seeking, Knowledge management, ICT4 development, Applied bibliometrics, Information ethics, Scholarly communication, LIS education, Research methods.
Biography: Dennis N. Ocholla, PhD is Senior Professor of Information Studies in the Faculty of Arts at the University of Zululand, South Africa where is was also Head of the Department of Information Studies for 18 years, Dean for two years and Deputy Dean/vice Dean for 10 years. He is also the Editor-in-Chief of Inkanyiso-JHSS. He holds PhD and MLIS in Library and Information Science from Kiev/St Petersburg/Leningrad in 1988 and Krasnodar 1983 respectively (both in the former USSR). He has supervised and examined many masters and PhD students for several universities in Africa and published extensively in library and information science (over 150 peer refereed articles, book chapters and conference proceedings). So far, he has graduated 24 PhDs, 17 masters and taught most of LIS courses/modules in his 30 years of university teaching career. He is currently NRF C2 rated researcher.
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- Several ethical issues can impact the process of providing access to information materials for utilisation by the public. This study used the Privacy, Accuracy, Property and Accessibility (PAPA) model to investigate these ethical issues as they pertain to Nigeria. A survey research design using qualitative research method was employed through using interviews to collect data. Public library directors and publishers were targeted, and their responses were thematically analysed. Findings showed that publishing houses adhere to privacy requirements of authors and strive to ensure accuracy of information. Accessibility is provided for by libraries, though specific permissions are sometimes required to use information. Several challenges, such as plagiarism and piracy, were identified. Recommendations include the implementation of legal frameworks regulating the publishing process and the introduction of ethical course in the library school curricula
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- A strategy in this paper was viewed as a plan of action for achieving the mission and vision of anorganisation. This paper presents preliminary findings of the larger study which aimed to determine thestrategies for research data management (RDM) at selected universities in KwaZulu-Natal. The currentstudy used the community capability maturity model framework (CCMF) and the digital curation centre(DCC) lifecycle model as theoretical support to determine the strategies for RDM service provision withspecific reference to the University of Zululand. The interpretive paradigm, following the qualitativeresearch approach through a single case study, was used. Primary data was gathered through onlineinterviews using Zoom and Teams with Librarians, Technicians, HODs, and DVC Research due to theCovid-19 pandemic and availability of technologies. The findings of the study revealed the University ofZululand does not have an RDM policy; however, research activities are practiced. The University lacksthe infrastructure and investment to support RDM services and activities. The study is significant for providing the background for developing RDM in the public university through RDM strategy and policy.The findings also sought to inform the university’s RDM agenda.
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- Purpose The COVID-19 pandemic has resulted in enormous challenges but also presented opportunities that have notable implications for the future. The aim of this paper is to explore and discuss the experiences, perspectives, challenges, and opportunities of Library and Information Science Educators (LISE) during the pandemic. The aim is articulated in the following three research questions: How is the COVID-19 pandemic experienced by LISE and in research? What are the perceptions formed during the period? And what are the challenges and opportunities? Design/methodology/approach This is an interpretivist qualitative study informed by disaster management theories. The study involved the content analysis of existing literature with a focus on COVID-19 and higher education, particularly LIS education, in conjunction with an open-ended email questionnaire that was sent to selected LIS educators/faculty/staff from major LIS schools from eight sub-Saharan African countries. The author used personal experiences and observation to supplement the data and the interpretation. Findings Results show more similarities than differences in how the COVID-19 pandemic is experienced and perceived, as well as the challenges and opportunities that it brings to the sector. As a whole, political factors are most pronounced, meaning that administration and decision-making need more attention in the sector. Also notable is that opportunities are mostly linked to technological factors, which will determine the “new normal” for LISE in the future. Almost all the narratives focused on the middle level of (during) the disaster life cycle, which is understandable as the complete cycle of the disaster is yet to come, likely when COVID-19 ceases to be a threat. Research limitations/implications The sample was small, as related studies focus more on COVID-19 and higher education, with hardly any focusing on LISE. The COVID-19 pandemic has not ended, so the disaster management life cycle cannot be fully exploited. Furthermore, the author’s categorization of responses within PEST was largely judgmental. Practical implications New research, teaching, and learning developmental paths have been created for LISE. The study provides practical reflection on the effects of COVID-19 on the sector and HEIs that can inform discourse and responses to the pandemic. Originality/value The study explores a new research domain in LISE and, due to limited research in the domain, brings together important voices/narratives—based on their experiences—of LIS educators in Africa on the research area. Further, it proposes the future of LISE under COVID-19 within the 4IR framework.
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- Background: Worldwide, immoral cyberspace users have continued to use the Internet to commit crimes; this has caused unease and has called for quick response to the problem especially within the educational sector. The practical value of this study is in its benefit to other researchers who may be attempting to understand South African or Nigerian cyber technology user‘s behaviour; it may also help relevant educational authorities to get relevant understanding of behaviour in the realm of cyberspace. Objectives: This study examined undergraduate students in relation to cyber technology at the University of Zululand (UNIZULU), South Africa, and the Federal University of Agriculture in Abeokuta (FUNAAB), Nigeria. Method: A survey design, questionnaire as the tool for data collection was adapted and samples for the study were drawn from undergraduate students in two conveniently selected universities in South Africa and Nigeria. Overall, 450 undergraduate students were invited to participate in the survey; 380 respondents completed and returned the questionnaire, resulting in a response rate of 84.4% Results: Most of the respondents from the sampled universities reported that they were aware of what constitutes unethical cyber behaviour. Furthermore, the participants revealed that they hardly received orientation at the universities on cyber behaviour. The challenges that the students faces were reported. Conclusion: This study recommends that universities should sustain orientation and/or training programmes on cyber-ethics and cyber security awareness at the start of each academic year. The results of this study may spark further discussions and research on cyber technology access and use in contemporary society.
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