Postgraduate Diploma in Information Studies

Purpose

The specific purpose of this qualification is to

• Realise a high degree of sustained proficiency in both scholarship and professional training at all postgraduate levels in Information Studies relative to library and information centre management and work.
• Provide achieving learners who want to enter the Library and Information Systems sector with a professional qualification without which career advancement in the sector is severely curtailed.
• Equip achieving learners with knowledge and skills in information management, storage and retrieval in a variety of situations, as well as information literacy, information communication and technology, records and documents management, the management of library and/or information centres. The qualification offers modules, which take into consideration the digital revolution.

Rationale

The qualification will produce

• Competent library and information practitioners who can take their place in a variety of library and information centres and who are aware of, understand, and can respond to, the information needs and challenges of the communities these centres serve.
• Graduates who want to pursue their studies in the Laboratory Infrastructure Solutions (LIS) field at higher levels with the necessary basis on which to do so.
• Professional library and information workers with the relevant theory, knowledge and practical skills in library and information work.
• Persons who are critical, perceptive, pro-active and adaptive regarding the information requirements of library and information centres found in both developing and developed contexts.
• Persons with the capacity and ability to exercise professional judgement concerning tasks and responsibilities in library and information work.
• Persons who have the necessary knowledge and insight to assume supervisory positions in library and information centres.

This qualification demands a high level of theoretical as well as practical engagement and intellectual independence. It aims to inculcate scholarly learning together with professional attributes and skills essential for library and information work in Africa. Using a collaborative and interactive pedagogy, this qualification offers a variety of methods, including group work, lectures, discussions, visits to libraries and information centres.

Recognition of Prior Learning (RPL)

The institution accepts the principle underlying outcomes-based, source-based and life-long learning, in which considerations of articulation and mobility play a significant role, and subscribes to the view that Recognition of Prior Learning, whether acquired by formal education curricula at this or another institution or informally (by experience) is an indispensable element in deciding on admission to and awarding credits in an explicitly selected teaching-learning qualification of the institution.

A learner who falls outside of the formal qualifications system, but who can demonstrate (through the production of substantial and satisfactory evidence) experiential or work-based learning or a non-formal qualification (or a combination), may be considered for admission and/or for the Recognition of Prior Learning for the achievement of the qualification in part or in full. A learner who after such assessment, is deemed to have sufficient potential, but is in need of further academic development, must be directed to other suitable learning qualifications prior to admission or to parallel qualifications after admission.

Entry Requirements

The minimum entry requirement for this qualification is

• A relevant Bachelor's Degree, Level 7.

This qualification consists of the following compulsory modules at Level 8 totalling 128 Credits.

• Research Methodology for Information Professionals, 16 Credits.
• Descriptive Cataloguing, 16 Credits.
• Records Management, 16 Credits.
• Information Behaviour and Ethics, 16 Credits.
• Digital Libraries and Repositories, 16 Credits.
• Management of Information and Archival Agencies, 16 Credits.
• Information Searching and Retrieval, 16 Credits.
• Subject Analysis, 16 Credits.

Learners will be able to

1. Demonstrate knowledge of and apply the principles and theories of library and information work in a range of work environments.
2. Demonstrate knowledge of and apply the principles and theories of the organisation of information for implementation in libraries and information centres and their management systems.
3. Manage library and information centres as valuable resources for access to and dissemination of information in both digital and hardcopy formats.
4. Contextualise the understanding of library and information work taking particular cognizance of the role of such work in a developing society.
5. Problem solve, make decisions as well as have the ability to conduct independent inquiry in all facets of library and information centre work.

• Have knowledge and a critical and informed understanding of the agencies which comprise the information and archival context of SA from both a historical and contemporary perspective.
• Understand the implications of Ranganathan's Five Laws of Library Science in general and with specific reference to collection development.
• Describe and show understanding of the various approaches to, and specific functions of, management.
• Understand what human resource management is and what it comprises.
• Apply knowledge of library science and information systems in working environments which are characterised by constant change and employee diversity.
• Reflect on and understand issues concerning media policy and power relations in various contexts including the African environment.
• Demonstrate understanding of approaches to information seeking behaviour research, and information ethics issues.
• Carry out and report on a case study in information behaviour research in a local community.
• Present an analysis of theory and literature overview on an information ethics issue.
• Present and discuss the assignments and reflect upon them.
• Reflect on and understand the broader philosophical, ontological and epistemological issues which underpin the research process.
• Understand the central importance of a research problem and associated research questions in the research endeavour.
• Understand the role and importance of theory and a critical review of the literature in addressing the problem.
• Understand research paradigms and methods in order to choose a research paradigm and method appropriate to addressing the problem.
• Understand the various types of sampling and their impact on the generalisation of the results of the research.
• Be aware of and understand the methods of analysis that can be applied to the collected data.
• Understand the importance of validity and reliability criteria and how they are achieved.
• Understand the ethical implications of the research process.
• Understand definitions and basic concepts relating to classification and its importance in the library and information field.
• Understand the principles and structure of various "general" classification schemes with the emphasis on the Dewey Decimal Classification scheme (DDC).
• Understand the principles and theory underpinning subject indexing/cataloguing with emphasis on the Library of Congress Subject Headings (LCSH).

Understand

• Other methods for organising and accessing subject information as well computer-generated systems.
• The concept of post-coordinate indexing systems vis a vis pre-coordinate systems.
• Thesauri and the distinctions between them and subject headings lists.
• The evaluation of information retrieval systems.
• Classify material using the DDC system.
• Assign subject headings using the LCSH.
• Explain the purpose of records and document management.
• Apply the principles and theories of records management to information management systems.
• Manage records as a valuable strategic resource.
• Explain the main components of records care programmes.
• Design records and document management systems within organisations.
• Integrate records and documentation programmes into management systems of organisations.
• Conduct a reference interview efficiently and effectively.
• Distinguish between the different types of non-electronic and electronic reference and bibliographic sources and be familiar with using these sources.
• Use literature searching techniques and the skills required for searching for information.
• Adapt their search and retrieval skills to any situation or library.
• Compile a bibliography using a referencing style guide accurately and consistently.
• Understand the principles and theory of descriptive cataloguing.
• Have a working knowledge of the Anglo American Cataloguing Rules, 2nd ed.(AACR2).
• Catalogue, efficiently and effectively different types of information materials using AACR2.
• Carry out computerised cataloguing using the MARC 21 format.
• Have an introductory understanding of the development, nature and implementation of Resource Description and Access (RDA).
• Adapt own cataloguing skills for use in a future library/information centre situation.

Integrated Assessment

Assessment will have both a formative and summative component to address different competencies of the learners.

Formative assessment (50%) through: a) Written assignments in which learners engage with the literature demonstrate and reflect on their knowledge and understanding of a relevant topic and adhere to the conventions of academic writing b) Oral presentations of their assignments using PowerPoint. c) Practical exercises to assess skills. d) Monitoring participation of learners in class and online via eLearning.

Summative assessment (50%) include: a) Tests incorporating both theory and practice.

b) A 3 hour examination which is externally examined.

Learning outcomes will be evaluated through a multi-modal approach to assessment that incorporates both formative and summative assessment.