Postgraduate Diploma in Library and Information Science

Purpose

The primary purpose is to enable learners to undertake advanced reflection and development by means of a systematic review of current thinking, practice and research methods in the area of Library and Information Science. It also presents graduates from other disciplines with an opportunity to obtain a post graduate specialised qualification in Library and Information Science.

Rationale

The Postgraduate Diploma in Library and Information Science will built on an undergraduate LIS qualification and offer a strong liberal arts background in the education and training of vibrant librarians who would be well placed for meeting the demands of a developing society in need of access to information for its growth and development. It is envisaged that the Postgraduate Diploma in Library and Information Science will produce appropriately trained information professionals to meet the development imperatives of the profession and the country.

The following are assumed to be in place

• Comprehension and analysis skills, language skills, literacy skills, numeracy skills and basic computer skills are necessary competencies that will help the learner to be successful with the learning involved with the qualification.

Recognition of Prior Learning (RPL)

This qualification may be achieved according to the Unisa RPL policy in part through the RPL, which includes learning outcomes achieved through formal, informal and non-formal learning and work experience. The RPL plan for this qualification will align itself to the Unisa RPL Policy. There are clear guidelines for portfolio development and all assessment is done by the relevant lecturers.

Access to the Qualification

To be admitted to the qualification candidates need to have any Bachelors' Degree. Candidates who hold a Bachelors' Degree or a Bachelor of Technology with Information Science as a major would be better advised to seek registration for the Honours in Information Science.

The Qualification consists of the following NQF Level 8 Modules

• ICT Applications in Library and Information Services 1, 24 Credits.
• Management of Knowledge and Information Services 1, 24 Credits.
• Information Users and Use 1, 24 Credits.
• Library and Information Practice 1, 12 Credits.
• Research Methodology in Information Science 1, 24 Credits.
• Resource Description and Access 1, 12 Credits.

Total number of Credits at NQF Level 8 = 120.

1. Apply the principles of customer services within the needs and requirements of the community and different user groups of the specific Library and Information Service (LIS).
2. Collect, process and organise different information resources within the scope of a LIS.
3. Manage oneself and others within the LIS environment.
4. Implement administrative routines for library and information support services.
5. Develop a typology of information user groups in various contexts and different communities.
6. Analyse different conceptual approaches to the study of a user.
7. Apply different conceptual models to analyse how various personal and contextual factors determine user's information needs and behaviour.
8. Learners will be able to analyse information-seeking and information use.
9. Evaluate the effects of information use.
10. Evaluate the role of people in knowledge generation, information exchange and dissemination.
11. Analyse and evaluate relevant and appropriate models and best practices related to managerial functions and thereafter perform them within the LIS environment.
12. Evaluate and analyse appropriate Human Resource Management (HRM) models and best practices relevant to the LIS environment.
13. Analyse physical resource management and apply its principles within the LIS environment.
14. Perform financial resource management within the LIS environment.
15. Design, develop and implement collection development and management strategies within the LIS environment.
16. Analyse and apply Knowledge Management (KM) systems, thinking, processes and procedures to improve the knowledge base of organisations and decision makers.

Critical Cross-Fields Outcomes

All the Critical Cross-Field Outcomes are addressed in the qualification.

Associated Assessment criteria for Exit Level Outcome 1

• Meet their needs within the specific context of the Library and Information Services (LIS).
• Describe the LIS environment and the specific focus of the LIS and the community in which it is situated.
• Apply LIS customer service standards within a specific industry, community, and user group.
• Provide for different information users and information seeking patterns in the environment.
• Analyse case studies of successful and unsuccessful customer interaction in different LIS environments and make suggestions for improvement based on best practice.
• Access different sources of information to ensure effective and efficient customer services within the scope of the LIS.
• Communicate effectively with all role players to ensure efficient service is provided.

Associated Assessment criteria for Exit Level Outcome 2

• Assess the collection of the LIS in relation to the specific needs of the LIS, it's users, focus areas and the environment and make recommendations for improvement.
• Research, explain and critically evaluate the supply chain. Material processing and collection development process of the LIS is in terms of best practice principles.
• Provide evidence of practical application in all the different steps in the collecting, processing and storing of different information sources.

Associated Assessment criteria for Exit Level Outcome 3

• Communicate effectively and assertively with staff and customers through a variety of different media and forums.
• Research and comply with organisational standards; legislation and policies and procedures.
• Research and comply with ethical standards and organisational codes of conduct.
• Analyse case studies of successful and unsuccessful management practices within different LIS environments and make suggestions for improvement based on best practice.

Associated Assessment criteria for Exit Level Outcome 4

Learners will be able to effectively implement and improve the following

• Keep records and report on core services rendered in the LIS environment.
• Provide and report on support services rendered in the LIS environment.
• Manage and report on finances compliant with the regulations of the LIS.
• Keeping records and reporting on the usage of different information sources and categories.

Associated Assessment criteria for Exit Level Outcome 5

• Distinguish between different groups of information users in various communities and work-related and everyday contexts.
• Link the basic needs and motives of different groups to typical information needs.
• Draw up a profile of the typical user and non-user of information.

Associated Assessment criteria for Exit Level Outcome 6

• Use these approaches to identify the key problem areas concerning the user in Information User Studies as a subject field.
• Define relevant concepts.
• Compare different general conceptual models for studying the information user.
• Explain the value of these conceptual frames of reference for studying the user.
• Draw conclusions about the importance of a study of the information user for library and information science practice.

Associated Assessment criteria for Exit Level Outcome 7

• Use different conceptual models as frameworks to study user groups in work-related and everyday life contexts.
• Compare appropriate conceptual models for studying information needs.
• Explain how personal and other user-related factors influence information needs and behaviour.
• Link users' information needs and behaviour to determining factors related to the information record and the information environment.
• Apply their knowledge of these various use and information related factors to identify the barriers that restrict access to information.
• Reflect on the interrelatedness of these determining factors.

Associated Assessment criteria for Exit Level Outcome 8

• Distinguish between different information-seeking patterns in various information environments.
• Use different models of information-seeking to analyse the stages in the information search process.
• Describe users' preferences for, and use of information content, different types of formal, informal and interpersonal information sources and communication channels, information systems, services and technologies.
• Explain the interpretive process in terms of different kinds of textual and multimedia information on the Web and paper-based, digital and other formats.
• Compare textual, visual, media and information literacy.
• Link the user's interaction with the information content to different personal attributes, situations and conditions.

Associated Assessment criteria for Exit Level Outcome 9

• Compare different approaches to a study of the effects of information use.
• Classify information effects according to the satisfaction of needs and the effects of information content on users' cognitions, attitudes and behaviour.
• Link the effects of information use to various influencing factors.
• Explain how users evaluate information and the different ways in which users apply information in different contexts.
• Illustrate how information is utilised in decision-making and problem-solving.

Associated Assessment criteria for Exit Level Outcome 10

• Distinguish between different views of knowledge and information.
• Explain the knowledge process and the dissemination and diffusion of information.
• Assess people in different contexts as role players in the dissemination of information and the communication of research to different communities.
• Explain how information is exchanged through social networks and collaboration between individuals and organisations.
• Evaluate the impact of information and communication technologies (ICTs) on information exchange.
• Illustrate how user groups from different cultural environments exchange information.

Associated Assessment criteria for Exit Level Outcome 11

• Outline the activities/functions of management in general: planning, organising, leading and coordinating.
• Outline the managerial activities/functions specifically related to LIS: selection of resources, acquisitions, inter-lending, management of LIS materials, policy setting and interpretation, user management, staff management, IT management, disaster management, report writing, implementation of LIS programmes and services, library co-operation and networking, and evaluation of the LIS' operations.
• Apply procedures to meet the vision, mission and objectives of an organisation.
• Apply problem-solving and decision-making as part of management processes.
• Pinpoint the role of communication in managerial functions.
• Apply information and communication technologies to communicate information to relevant stakeholders.

Associated Assessment criteria for Exit Level Outcome 12

• Assess the role and task of the HR manager.
• Analyse the need for HR planning.
• Evaluate HR practices: workforce recruitment, human resource development, employment relations, performance assessment and remuneration.
• Assimilate the role of line managers within HR practices.

Associated Assessment criteria for Exit Level Outcome 13

• Define the meaning of physical resource in an information service such as a library.
• Distinguish between different categories of physical resources.
• Apply the principles of effective physical resource management.
• Supervise the procedures for physical resource management.
• Ensure resources are well maintained and being used effectively in the organisation.

Associated Assessment criteria for Exit Level Outcome 14

• Determine the financial needs of the organisation (LIS context) based on its operational plans.
• Identify sources of income and expenditure.
• Identify appropriate purchasing processes.
• Utilise grants and fund raising as revenue resources for LIS.
• Read and interpret (analyse) financial statements such as income and expenditure statements and balance sheets as well as financial reports.
• Assist in planning and preparing a budget in line with the operational plans.
• Monitor and control actual expenses and revenue against budgets.
• Prepare basic financial reports.

Associated Assessment criteria for Exit Level Outcome 15

• Identify the range of collection development and management activities.
• Compile information user profiles by analysing users' information resources needs.
• Identify selection principles and resources.
• List the elements in a collection development policy.
• Formulate and develop collection policy statements.
• Evaluate and identify the most appropriate information records by using acceptable criteria.
• Prepare acquisitions, preservation, weeding and evaluation procedures to manage print and electronic resources.
• Apply digital collection preservation management.

Associated Assessment criteria for Exit Level Outcome 16

• Distinguish between information and knowledge.
• Identify the value of information and knowledge for an organisation and specifically in the decision-making process.
• Explain information, knowledge in organisations (with specific reference to libraries and information organisations).
• Identify approaches to the collection, formatting, storage and dissemination of information and knowledge in the LIS environment.
• Enable access to information and knowledge by utilising management information systems.
• Monitor trends in knowledge sharing and identify relevant databases and other resources.

Integrated Assessment

For award of the qualification, a candidate must achieve each of the six compulsory modules. Evidence is required that the candidate is able to achieve the purpose of the qualification as a whole at the time of the award of the qualification. Assessors should also assess and give credit for the evidence of learning that has already been acquired through formal, informal and non-formal learning and experience.

In the assessment process there will be a combination of formative and summative assessments. The range of formative and summative assessments will adequately cover a range of assessment approaches, such as, inter alia, multiple choice questions, self evaluation activities, essay type questions, portfolios, case studies and examinations. Applied competencies will also be assessed, especially in the experiential learning component. These will be assessed by means of a mentorship programme and the submission of portfolios.