Bachelor of Library and Information Science Honours

To foster an awareness of and teach information literacy, as a core competency within the university.

Educate and train library and information workers from introductory first professional qualification to PhD level who are critical, perceptive, pro-active and adaptive regarding the information requirements of South Africa and African countries in general.

Assist library and information service practitioners develop and enhance their competencies through in-service training and continuing education programmes, advice or guidance.

Foster and maintain links with professional and other communities in education, training and research within the field (of library and information science).

Continue to function as a leader in the field of library and information science in KwaZulu-Natal, South Africa and Africa by effective participation in library and information science education, research and development.

Participate within the School and Faculty in co-operative ventures with particular regard to the assessment and addressing of information needs and to maximising the human resource potential of library and information workers.

Study at Honours level requires first professional qualification in library and information sciences (Bachelor's or postgraduate diploma) or equivalent (satisfactory to the School and Faculty) or an outstanding (1st class) performance at diploma (DSLS level 5) pass.

Produce first professional level library and information workers with the knowledge and skills required at this level; persons who are critical, perceptive, pro-active and adaptive regarding the information requirements of different contexts and with the capacity and ability to exercise professional judgement concerning tasks and responsibilities in the library and information work.

Provide first professional level library and information workers with the knowledge and skills required at this level; persons who are critical, perceptive, pro-active and adaptive regarding the information requirements of different contexts and with the capacity and ability to exercise professional judgement concerning tasks and responsibilities in the library and information work.

• Demonstrate a thorough knowledge of the general field of inquiry;
• Demonstrate a detailed knowledge of specific areas of inquiry;
• Understand the interrelationships amongst various areas of the field of knowledge;
• Analyse components/issues/factors/structures etc.;
• Grasp the theoretical and philosophical underpinnings of the area of study;
• Demonstrate a thorough knowledge of current critical debates;
• Summarise, compare and evaluate a substantial body of knowledge;
• Construct a sustained argument, formulate questions and work towards solutions;
• Command the conceptual discourse of the field of study;
• Solve problems, both theoretical and applied;
• Demonstrate an appropriate understanding of the discipline;
• Contextualise this study within the social environment and the historical understanding;
• Develop a clear understanding of the historical and contemporary state and possible future of the disciplinary areas in which he/she is working;
• Command academic English at an appropriate level;
• Demonstrate familiarity with information technology at an appropriate level;
• Understand diversity;
• Manage individual study;
• Work efficiently with groups;
• Present findings at an appropriate level, both orally and in writing;
• Integrate information, conduct research, and contextualise aspects of language, literature and/or culture and understand what is needed for social development, with values consistent with social responsibility and the redress of disadvantage.

Integrated assessment appropriately incorporated to ensure that the purpose of the qualification is achieved

The University of Natal is currently reforming its assessment strategies to include the assessment of applied competence for each qualification. In the meantime, a combination of continuous assessment and traditional written examinations serve to assess the integration of all/most of the learning outcomes for each module in a qualification.