Bachelor of Information Science in Publishing

This qualification includes the various specialisations in Information Science. Please refer to "Notes" for details on the specialisations.

The first purpose of the qualification is to provide qualifiers with graduate-level knowledge, specific skills and applied competence in a number of fields of Culture and Arts, Communication Studies and Language, Human and Social Studies and Services that provide opportunities for continued personal intellectual growth, gainful economic activity and rewarding contributions to society.

The second purpose of the qualification is to provide South Africa with significant numbers of graduates in a number of information sciences in order to ensure that the local leadership base of innovative and knowledge based economic and scholarly activity is widened.

The third purpose of the qualification is to provide South Africa with a cadre of information specialists in all domains of information sciences, including design of information systems, the management of information as a resource, determining the different value adding processes of information products and services and infopreneurship, who will have a clear and continuously growing understanding of the methods and progress of information sciences prior to acquiring specific postgraduate qualifications.

In addition to the above, each package in this programme has its own further purpose.

Matriculation certificate

Other

In order to register for the programme in Information Sciences leading to a Baccalaureus degree (B IS), a candidate should, apart from the required matriculation certificate with matriculation exemption, comply with the particular requirements prescribed in the admission procedures and faculty regulations for the Faculty of Humanities and the respective departments, for admission to a particular package of study.

Those who intend to register at the University for the first time, or who wish to resume their studies after a period of interruption, should apply or reapply for admission. Application for admission to all packages in the programme, B IS, closes on 30 September. All candidates will be expected to write an admission test as well as language proficiency and computer skills tests.

1. A candidate who

1.1 have not obtained matriculation exemption but who are in possession of at least a three-year tertiary qualification, will be considered on the basis of merit, with a view to admission to a degree programme

1.2 is in possession of another certificate which is accepted by the University as equivalent to the required matriculation certificate with matriculation exemption

1.3 is a graduate from another tertiary institution or has been granted the status of a graduate of such an institution, may also be considered for admission;

1.4 passes an admission test as prescribed by the University.

2 A conditional exemption certificate does not qualify a candidate for admission to bachelor's degree study. A certificate of conditional exemption by virtue of mature age is, however, accepted for degree study by certain faculties. Candidates are advised to contact the faculty administration in question in this regard.

3 The Senate may place a limit on the number of students who may be admitted to register for a package, in which case the Dean concerned may decide who to admit from those who qualify.

B IS

Learning outcomes

The learner will have good language proficiency required for the practice of politics, a sound knowledge of Information Sciences, and the ability to apply skills effectively in their chosen field of expertise. The learner will have basic computer skills and will have mastered basic critical and creative thinking skills. Knowledge and skills are supplemented with in depth guidance in approaches and methods for analysis, theories and models for application, management and development, growth, ethics, strategy, and achievements which equip the candidate with skills which can be immediately implemented and supplemented by lifelong learning.

The learning outcomes for the various packages are defined by the contextually demonstrated end products of the learning process within each package. Three types of learning outcomes can be identified:

1. The learner will obtain knowledge of content and insight pertaining to the related factual knowledge, concepts and theories.
2. The learner will acquire skills and proficiencies equipping him/her to:

• identify and solve problems related to the communication and information studies, and people/human-centred development;
• co-operate with others in achieving and/or creating specific end products related to the information sciences
• organise and manage his or her learning process and applied skills
• deal with information, communication, the application of science and technology
• develop a holistic world view.

1. The learner will develop appropriate attitudes, dispositions and/or values concerning various information practices qualifying him/her for a professional career in his/her field of expertise.

Critical cross-field outcomes

Critical cross-field outcomes for the programme in information sciences include but are not limited to various competencies and applied competencies such as:

• identifying and solving problems in which responses display that responsible decisions using critical and creative thinking have been made concerning solutions for problems related to individuals, groups, families, communities and people with special needs;
• work intersectorally with other disciplines as a member of a team, group, organisation, community in both the public and private sectors;
• demonstrate an understanding of the interaction between systems from an ecological approach by understanding social needs, problems and resource capacity within an international, national and local context;
• develop holistic, integrated strategies and programmes for social services founded on the collection, analyses, organising, implementation and critical evaluation of theory, information and processes
• demonstrate effective utilisation of information science technology for strategies aimed at a service delivery framework
• organise and manage their work load responsibly and effectively by means of a scheduled programme allowing for a learning environment such as reading scientific journals in the field as well as becoming a member of professional bodies, attending seminars and conferences, doing research and rendering voluntary services to facilitate professional growth and development
• communicate effectively with people of all target groups, including literate, illiterate, children and the youth, using visual and language skills in the modes of oral and/or written persuasion;
• contribute to the full personal development of each learner regarding strategies for learning, such as furthering of studies for career enhancement, involvement in community life, developing a non-discriminating attitude across a range of social contexts based on the value of social justice and a sensitivity for cultural diversity; also to explore and develop career opportunities such as entrepreneurial initiatives to promote social and economical independence and opportunities for personal development.

The associated assessment criteria are derived directly form the learning outcomes and provide the criteria against which learner performance demonstrating the attainment of learning outcomes can be judged. The assessment criteria involve, at minimum

• that both norm-based and criteria-based modalities are used
• reliability is ensured via internal and external moderation
• the standards and levels of achievement required for "pegging" the qualification at NQF Level 6 are met.

Integrated assessment

Portfolios

Simulations

Work-place assessment through practical application

Written examinations

Oral examinations

Other

The modalities for integrated assessment permit the learner to demonstrate applied competence and use a wide range of formative and summative methods set according to specific guidelines for developing particular assessment tasks and allowing assessors to develop formative and summative methods related to credentialing purposes appropriate to contextual and situational readings of candidates presenting themselves fro the recognition of learning achievements.

In addition to the above, modalities such as group discussions, presentations, peer group evaluations, observation/experiential learning and live application of competency in practical settings are also used.