Bachelor of Information Science

Purpose

This qualification will enable learners to be trained in the use, organisation and management of information which are essential skills in the information era. Such learners will also serve a valuable function in helping to develop and support a reading culture (recently identified as a problem area by the Ministry of Arts and Culture), and make information accessible and available for the community.

Upon qualifying learners will be able to

• Demonstrate knowledge about various types of information centres/services such as libraries, archives, records centres, museums, publishing houses, book trade agencies, and information brokerage centres and be able to differentiate between them in terms of aims, functions and users.
• Organise information effectively for retrieval purposes and for bibliographic control.
• Use information and communication technologies (ICT's) effectively for information retrieval and train users to effectively access information worldwide by using ICT's.
• Identify, understand and differentiate different kinds of information users.
• Investigate contemporary information ethics by learning about relevant issues of access, privacy and intellectual property within the SA Legal frame work.
• Manage records, information and knowledge generated within a company for the benefit of the company.
• Carry out relevant research within the Library Information System environment.
• Apply knowledge of Information Science within an entrepreneurial environment.
• Maximise the benefit of information use within a country taking into account the global information economy.

Rationale

The purpose of this qualification is to enable librarians, archivists, bibliographers, classifiers, database designers, freelance information workers, indexers, information consultants, information managers, information technologists, Internet navigators, knowledge managers, museologists, online searchers, registry clerks, and records managers to follow a career in Information Service and its related sub-fields of library science, archival science and records management, information technology and publishing and book trade. The qualification is in line with the philosophy of the NQF in terms of promoting upward mobility and in creating career paths. Qualifying learners assist in addressing the need for professional Information Science (IS) workers in South Africa and Africa.

Recognition of Prior Learning (RPL)

The RPL process will enable the learner to achieve the qualification as a whole or partially.

The RPL process will use examinations and the completion of portfolios to prove prior learning according to the institution's RPL policy.

Entry Requirements

The minimum admission requirement for a Bachelor of Information Science qualification is either

• National Senior Certificate grating access to Degree studies.
• Senior Certificate with endorsement.

The qualification consists of compulsory modules with 12 Credits each at NQF Levels 5, 6 and 7 totalling 360 Credits.

Modules at NQF Level 5

• Introducing Applied Information Science.
• Introducing Information Records and Sources.
• Fundamentals of Communication.
• Language through an African Lens.
• Introduction to Information Science.
• Developing Information Skills for Lifelong Learning.
• Basic Text Skills.
• English for Academic Purposes.
• Ethical Information and Communication Technologies for Development Solutions.

Modules at NQF Level 6

• Using the internet as a reference tool (Applied Information Science 104).
• Introducing Management in Libraries and Information Centres.
• Research in Social Sciences.
• Learning How to Provide Reference Services.
• Describing Library User Group and Meeting Their Needs.
• Utilising Electronic Library Systems and Services.
• Developing and Managing Information Collections.
• Exploring Information User Studies.
• Investigating Information Ethics in the Information Era.
• Introducing Information Management.
• Bibliographic Control, Basic Descriptive Cataloguing and Classification.

Modules at NQF Level 7

• Information and Communication Technology for Information Science.
• Subject Organisation.
• Descriptive Cataloguing.
• Serving the user in Library and Information Practice.
• Applying Research Methodology in Information Science.
• Practical Portfolio.
• Information Entrepreneurship.
• Information Organisation and Retrieval.
• Information and Knowledge Management.
• The Political Economy of Information.
• Using information in the role of Information Behaviour.

1. Demonstrate knowledge about various types of information centres/services such as libraries, archives, records centres, museums, publishing houses, book trade agencies, and information brokerage centres and be able to differentiate between them in terms of aims, functions and users.
2. Organise information effectively for retrieval purposes and for bibliographic control.
3. Use information and communication technologies (ICT's) effectively for information retrieval and train users to effectively access information worldwide by using ICT's.
4. Identify, understand and differentiate different kinds of information users.
5. Investigate contemporary information ethics by learning about relevant issues of access, privacy and intellectual property within the SA Legal frame work.
6. Manage records, information and knowledge generated within a company for the benefit of the company.
7. Carry out relevant research within the Library Information System environment.
8. Apply knowledge of Information Science within an entrepreneurial environment.
9. Maximise the benefit of information use within a country taking into account the global information economy.

Associated Assessment Criteria for Exit Level Outcome 1

• Each type of information service is identified and defined.
• Aims and functions of various information services are outlined.
• Identify user groups and user needs information services are identified and analysed according to the purpose they serve.
• Different information that could be used for from canters for personal use is outlined.

Associated Assessment Criteria for Exit Level Outcome 2

• Information records are classified accordingly.
• Records are catalogued using cataloguing rules such as AACR2.
• Abstracts of information records are indexed and written for the purposes of micro retrieval.

Associated Assessment Criteria for Exit Level Outcome 3

• Searches are carried out successful.
• Search strategies for both electronic databases and internet searches are applied.
• The difference between databases and their requirements are identified and differentiated.
• Information on the internet is found, accessed and evaluated.
• Users are trained on how to access information.

Associated Assessment Criteria for Exit Level Outcome 4

• Different user types are differentiated.
• Needs of different types of information users, in both the library and other information services are identified.
• A criterion for developing collections to meet users' information needs is applied.
• Users are assisted in effective use of information.

Associated Assessment Criteria for Exit Level Outcome 5

• Ethical issues which relate to the ICT development in the information environment are identified.
• Some of the implications of SA legislation relating to information issues are identified and explained.

Associated Assessment Criteria for Exit Level Outcome 6

• Standardised methods used for control of internal records, generated through the operation of the company are identified.
• Criteria for database construction, including thesaurus construction are applied.
• Bibliographic database is constructed and evaluated.
• Company's internal information and records are organised and stored for long term operational needs.
• Various methods of collecting and organising internal information to enable management to take effective decisions are identified.
• Tacit knowledge of experts is identified and recorded for future use.

Associated Assessment Criteria for Exit Level Outcome 7

• Various research methodologies are identified and compared.
• Necessary method to limited LIS scenarios is applied.
• A research proposal for practical problems in the LIS environment is written.

Associated Assessment Criteria for Exit Level Outcome 8

• Business opportunities in the LIS field are identified.
• A business plan for a LIS enterprise is drawn up.
• A simple budget drawn up.

Associated Assessment Criteria for Exit Level Outcome 9

• The implications and value of national information related legislation are assessed.
• The characteristics of an information society are explained and the implications for a developing society are explored.
• The need for a national information policy within a global economy explained and argued.

Integrated Assessment

The aim of the assessment is to advance learning. Both formative as well as summative assessment strategies will be adopted. Assessment is conducted by means of activities such as: journals, comparison charts, conferences, demonstrations, discussions, graffiti walls, interviews, investigations, learning logs, attitude surveys, graphic presentations, problem solving activities, products, reflection, self-evaluation, multiple choice questions, etc. Students also submit a portfolio's consisting of practical demonstrations of that theoretical principles can be applied to practical work situations. Practical assignments are also included for practical subjects such as cataloguing, classification and indexing. Competencies to be assessed include: knowledge, comprehension, analysis, synthesis, evaluation and application. The evaluation of assessment tasks is based on criterion-referenced (international standards), as well as norm-referenced (study guide contents) principles. The personnel of the Department of Information Science regularly reflect on the effectiveness and appropriateness of the assessment.

Formative assessment is a continuous and personal process of interaction between the learner and the lecturer by way of the assessment of written assignments on which individual feedback is given. Feedback is also given by means of generalised tutorial letters. In the practical part of this qualification (learners registered for one of the three clinical programmes), there is continuous interaction between the learner and the preceptor, who supervises the learning during the practical work.

Summative assessment comprises the writing of an examination (or a portfolio where applicable) in each of the modules offered, at the end of the year. The formative assessment and summative will contribute towards the final mark.