East African School of Library and Information Science (EASLIS) Collection

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Now showing 1 - 5 of 106
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    Modern preservation strategies in broadcast libraries: A case study of Nation Media Group Uganda
    (Makerere University, 2026-09-02) Mpumbya, Gloria Anna
    Information preservation is crucial for maintaining access to valuable media content, especially as libraries face new challenges in the digital age. This study aimed to assess the 21st Century information preservation challenges at Nation Media Uganda (NMGU) libraries and propose ways to enhance preservation practices. The research was guided by four main objectives: to identify the types of information preserved at NMGU libraries, to examine the existing preservation methods, to investigate the challenges faced in preservation, and to suggest practical improvements. A case study design and mixed-methods approach were used, with a sample of 74 participants from the total population of 90 library users and staff. The findings revealed that archived videos were the most preserved and frequently accessed materials, alongside news articles, photographs, and audio recordings of past radio and television broadcasts. The libraries preserved a mix of analogue and digital formats, reflecting a transition between traditional and modern preservation practices. While most users were aware of the preservation efforts, perceptions of their effectiveness were mixed due to outdated equipment and inconsistent application of standards. Key challenges included limited storage space, frequent server crashes, obsolete digitising machines, lack of funding, shortage of trained staff, absence of clear policies, and improper handling of physical materials. These issues negatively affected access and the long-term safety of archival materials. To improve preservation, staff recommended upgrading storage infrastructure, modernising equipment and software, implementing metadata systems, and introducing an Online Public Access Catalogue (OPAC). Continuous training and clear preservation policies were also considered essential, along with active involvement from senior management to ensure commitment and support.
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    Evaluation of the utilization of library services in Ndejje University
    (Makerere University, 2004) Lutaaya, Clement.
    This dissertation is based on a study carried out at Ndejje University Main library and Kampala library. The main aim of the study were to; establish library services provided, identify problems faced by users, establish whether the available reading materials are relevant to the programs taught, establish attitude of library staff and to make proposals for more effective utilization of library services. Qualitative design was used to carry out the study, using the questionnaire and interview methods, while the instruments used included questionnaire and interview guides. Major findings include: - general under use of the library services, lack of security lights via the university road and a stand-by generator, lack of relevant and adequate reading materials. There is general under utilization of the library service in Ndejje University. Major recommendations are:- Should stock relevant and adequate books, installation of internet at Kampala library, provide a stand-by generator, and security lights along the university road to main library, recruit more staff and expend Kampala Campus library.
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    Information literacy practices among adult learners in rural communities: a study of Nakasongola District
    (Makerere University, 2016) Ssentuuwa, Ronald.
    Despite several interventions that include early childhood development, adult education and community non formal education, information literacy practice levels remain low in Nakasongola district at only 35.6% (UDHS: 2006). The situation is not any better amongst adult literacy learners in Nakasongola district. This study was carried out to establish the magnitude information literacy practices of adult learners’ in Nakasongola district. Literature related to the study was reviewed to establish the existing gaps in information literacy practices among adult literacy learners that revealed minimum inadequacy of information literacy practices a concern of this study. This study seeks to identify strategies to improve information literacy practices in rural communities. A case study design of Nakasongola district was used with the specific study population of adult learners. Data collection methods included; focus group discussion, document review and key informative interviews. Data was collected from adult learners using FDGs, document review and content analysis were employed as data collections methods as well as key informants that included program implementers, district officials or local leaders and adult learners’ facilitators Findings revealed that the common information literacy practices acquired revolved around information generation, search and access, utilization and dissemination, e.g AL depended on key informants to acquire information literacy practices. However information storage practices were insufficient. The study revealed that librarians/ information professionals were not involved in supporting adult literacy learners to enhance information literacy practices; activities of adult learners that impact information literacy practices were facilitated by personnel from development agencies who lack relevant expertises to support the learners.
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    Management and accessibility of open access institutional repositories in selected universities in East Africa
    (Makerere University, 2020) Kakai, Miriam
    Under the open access (OA) movement, research is made freely available for the end user with hardly any restrictions on access to the full-text of documents. Institutional repositories (IRs) present universities with an opportunity to provide global OA to their scholarship, yet by the time of this study (2013), the OA avenue was underutilised in East Africa (EA), with the majority of IRs having less than 35% of their content as OA, which inspired the author to investigate this area. The key question asked was: “how could OA to scholarly information in IRs in EA be increased?” The study assumption was based on how IRs were managed, with the investigation focused on the repository managers and the researchers. The study applied the stakeholder and the diffusion of innovations theories in aligning how the various repository stakeholders were integrated into the development and management of IRs. The study cases were purposively selected universities in EA that had IRs with the highest number of records by July 2014. These were Kenyatta University (KU) in Kenya, Makerere University (Mak) in Uganda and Muhimbili University of Health and Allied Sciences (MUHAS) in Tanzania. The study was guided by the pragmatic worldview and conducted using a mixed methods approach, following a concurrent strategy, with data collected in one phase, during which both quantitative and qualitative data were collected simultaneously in 2015. A survey of the researcher’s was carried out to collect quantitative data using a self-administered questionnaire, while face-to-face interviews and document analysis were used to collect the qualitative data. Six librarians in charge of managing the IRs were purposively selected and interviewed, while 183 researchers (out of 330), selected using systematic random sampling, responded to, and returned the questionnaire. On the repository manager’s side, a comparison of the IR development and management factors revealed that the development of IRs in each of the universities was unique, and influenced by the time when each IR was initiated, with Mak in 2006, KU in 2012, and MUHAS in 2013 when the BOAI (2012) was clearer about how IRs should operate. MUHAS, therefore, followed some of the BOAI established guidelines of setting up an IR, and turned out to be more OA than the other two universities. The universities had IPM and IR policies but none of them had institutional copyright policies. There was mediated self-archiving in each of the universities; with marketing of the IR only done during user education and/or information literacy sessions and via e-mail messages on staff mailing lists. Although the library websites of the universities were used to provide a link to the IR, there was no dedicated web-page to market OA and IR activities. All these factors impacted on what got to be provided as OA in the IRs. On the researchers’ side, the study revealed that 43% of the respondents at Mak and 44% of the respondents at KU had published in OA journals, implying that a high percentage of their publications could not be archived for OA in the IR because they were in traditional journals. On the other hand, 70% of the respondents at MUHAS had published in OA journals leading to more of the IR archived publications being OA. Although the majority (81.4%) of the respondents were strongly in favour of OA, there were factors limiting their participation, the most prominent being the researchers’ unawareness about the benefits of self-archiving in IRs. It was concluded and recommended that before setting-up IRs, librarians, university administration and the government should work hand-in-hand while planning and managing IRs by implementing the following: Incorporating self-archiving in the university workflow practices, enacting institutional copyright policies for universities, enacting institutional and national OA policies, and incorporating OA and IRs in the Library and Information Science (LIS) training programs. This study contributes to a more informed understanding of the factors that affect OA in repositories and identifies a model framework for developing and managing IRs of universities in EA appropriately.
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    Examining services for enhancing access to online academic content in Ugandan Universities: a Case of Makerere University (Mak) and Kampala International University (KIU)
    (East African Nature & Science Organization, 2026) Ojulong, Andrew ; Magara, Elisam ; Kaddu, Sarah
    Access to online academic content is critical for teaching, learning, and research in contemporary higher education. This study investigates the services provided to facilitate this access in Ugandan universities, using qualitative case studies of Makerere University and Kampala International University. Guided by an interpretivist paradigm, data were collected through interviews with librarians, ICT staff, lecturers, students, and national service providers (RENU, NITA-U), alongside observations and document review (N=30). Thematic analysis revealed that while universities provide a suite of globally recognised services, including institutional repositories, subscription databases, authentication systems, and information literacy training, their effectiveness is significantly hampered by systemic fragmentation and underutilisation. Key challenges include a disconnect between national infrastructure provision and institutional service integration, inconsistent user training, and low awareness among academic communities. The study concludes that Ugandan universities have successfully established the foundational technological layer for digital access. However, to maximise impact, a strategic shift is required. This entails institutionalising continuous digital literacy training, proactively embedding online content services into core academic workflows, and enhancing multi stakeholder collaboration to bridge the gap between service provision and meaningful adoption. Recommendations are offered for university management, service departments, and national bodies to foster a more cohesive and inclusive digital academic ecosystem for enhancing access to online content.