Browsing by Author "Stephanas Galinnya"

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Assessing the Library and Information Advocacy and Marketing Services: A case study of Uganda Christian University Library
(Library and Information Services - Uganda Christian University, 2017-08) Stephanas Galinnya
It is acknowledged widely that libraries and archives have for a very long time endure from their image and visibility problems. This is probably why many librarians and archivists now recognise marketing as an essential topic; for example, in a survey conducted in Canada in 1997, (Savard, 2000 Pages 12-32). 84.4% of the respondents answered that marketing is important for library and information services (LIS). Similar results were contemplated earlier in the United Kingdom. (Collins and Glyptis, 1992) Librarians also think that marketing is a new issue for LIS, something that only emerged during the last three decades. Although marketing was more formally introduced in the profession after the 1970s it is engaging to understand that in North America at least, librarians took on marketing techniques as early as 1876, as Kleindl (a marketing professor, illustrated how libraries at this stage were innovative in many marketing strategies: segmenting and targeting clienteles, using publicity, direct mail, streetcar signs, telephone solicitation, banners, etc. The twentieth century library, the progressive library, would throw its doors open to all and encourage them to come in and join in the building of a community cultural center)(Kleindl, 2007) and Renberg (who traces history of marketing since 1876 and goes till formal marketing starts taking place in 1970, confirms the occurrences of terms such as, advertising in 1896, management in 1897, outreach in 1903, and extension work in 1909, in library literature, mainly in public libraries) demonstrated in their articles (Renberg, 2000 pages 5-11). Library and information science, it is multidisciplinary, embracing virtually every sphere of human endeavour. Many LIS and marketing may seem not to have a kind of interdependent relationship and therefore discrepancy. The impression of those with such view is that marketing is perceived to be a primarily concerned with buying and selling which is a profit-driven as against library which is a social service oriented centre and not for profit making. Academic libraries they are support departments affiliated to educational institutions playing a pivotal role by providing required library and information services to support academic activities and contribute in the development of their institutions and also undisputedly as accepted worldwide. Marketing techniques and strategies can be adopted for the promotion of library and information services with academic libraries in particular (Bhratt, 2009). Marketing offers both a theory and a process by which academic libraries can link results, products and roles. Marketing principles can assist them in determining their future and identify quality products and services, materials and programmes. Modern marketing can determine how the library will look like which can also determine the products it will offer.
Developing Library Products and Services to Support Blended Learning at Uganda Christian University and Its Affiliated Campuses
(School of information technology, University of Pretoria, 2015-08) Stephanas Galinnya
Blended learning (also referred to as online learning) support at Uganda Christian University (UCU) is still at its initial stages at both the Main Campus and Affiliated Campuses. Blended learning is the combination of different training media such as technologies, activities and types of events which are used to create an optimum training program for a specific audience (Bersin, 2004). Blended learning offers use of multiple teaching styles (that is lectures, action learning activities and demonstrations within the lecture room) to retain the students’ attention by accommodating the differing learning styles and thereby enhancing the learning experience of the students (Garrison and Kanuka, 2004). Prior to this research the library supported blended learning by providing a link to the library platform which currently houses thousands of online journals and a few e-books on different databases such as; AGORA, Wiley Inter Science, Oxford University Press, Cambridge Journals Online, Oxford university scholarship, HINARI, Emerald, OARE, JSTOR and many others which students and staff can access and retrieve for future reference with the provision of getting a print copy (UCU, 2013a). In an effort to better support blended learning this study attempted provide answers to the following research question: What online support services should be developed by the University Library in order to optimise the online component of blended learning initiatives at UCU? Several sub-questions were used to gain full understanding of the requirements for online support services. These are: What is blended learning and how does it differ from e-Learning? What is UCU’s strategy regarding the implementation of blended learning? What is the current state of online learning support services provided by UCU library and its Affiliated Campuses? Is there a need for expanding the services at UCU? What further services could UCU and the libraries of its Affiliated Campuses develop to support online learning? What are the benefits and the challenges of online learning support services be to library patrons at UCU and its Affiliated Campuses? And how can the library strategise to overcome challenges and sustain online learning support services? The methodology used to carry out the study focused on explaining the systematic ways used to solve the research problem of the study. The discussion under methodology covered the research design, research approach and the research strategies which were used to guide the study in exploring issues of developing the library services and products to support blended learning at UCU Main Campus and Affiliated Campuses. The chapter also discussed case study design, population of study, sampling method, data collection methods, data collection instruments, data quality control, data analysis; and ethical issues. This chapter ends with conclusion and gave an introduction to chapter four The key findings resulted from the empirical study described in the methodology, was divided into two parts. The first part presents the findings captured, and the second discusses the findings against the backdrop of the literature review reported in Chapter 2. The researcher administered both questionnaires and interviews to collect data. The questionnaires resulted in feedback from 30 respondents. 20 of which were academic staff, and 10 librarians based at UCU Hamu Mukasa Library. This was with an aim of capturing new ideas about developing library products and services to support blended learning at UCU, and comparing them. The interviews were scheduled and administered to 20 Heads of Departments. They were selected as key respondents because of their roles in decisions making and planning for the University. The findings were presented and discussed according to specific themes. The themes presented and discussed the description of respondents, technologies associated with online instructions, familiarity and access to technology to operate blended learning, and the proposed solutions to address the challenges faced. The study concluded with specific research objectives designed within the context of blended learning to; identify UCU’s strategy regarding the implementation of blended learning, explore the current state of online learning support services provided by UCU library and its Affiliated Campuses, identify the benefits and the challenges of online learning support services to the library patrons at UCU and its Affiliated Campuses, and formulate strategies to overcome challenges and sustain online learning support services. All these objectives were successfully achieved. The study recommended that there should be skills trainings, support, technology, pedagogy and human factor.
Effective Utilisation of Library Resources
(School of Education - Uganda Christian University, 2019-06-18) Stephanas Galinnya
The major aim of any university library is to support teaching, learning and research activities of its parent institution. University library must therefore, make sure that their resources are well utilized as this is essential for educational development of the students (Onifade, Ogbuiyi and Omeluzor, 2013). These libraries exist to enhance the acquisition of knowledge by their clientele through the provision of reading materials - book and non-book for the purposes of teaching, learning and research. A university library, according to Mallaiah, Kumbar and Mudhol (2008) occupies the central and primary place in teaching and research, therefore, it has to meet the diverse and growing needs of educational programme at the undergraduate, post–graduate and research levels. Since academic libraries, according to Adetimirin (2007), are to acquire and organised both printed and electronic information for accessibility and use by its clientele. It was therefore necessary to adopt information and communication technologies (ICTs) at Uganda Christian University Libraries in the process of lending and borrowing its collections.
How to Manage Conflict in a Library Work Place
(Library and Information Services - Uganda Christian University, 2018-08) Stephanas Galinnya
Conflict is a scenario where discrepancy in values, attitudes and power rise to a contention and opposition between two or more parties. This is due to increased emphasis on participation, innovation, teamwork, diversity and creativity in an environment which has an extraordinary competition. Pondy (1967: 891) defined conflict as the process which starts from when one group detect that another has blighted or is about to discontent; then, some concern is raised. The increasing roles, assumptions and enticements, which creates ambivalence and dilemma. Conflict can result into calamitous consequences for teams, institutions and individuals. However, it can be profitable to the institution. This means that the leading managers/ employers and team members should know how to resolve and manage conflict in a way that becomes a steering force for change and achieving the institution’s goals. Nelson and Quick (2006: 422) identified the capacity to manage conflict with demonstrative intelligence. Any employer with high levels of enthusiastic intelligence is able to control his/her emotions. He/she must be able to understand the variance perspectives that people bring to a situation and can accelerate or assist the search for a common ground. The introduction to autonomous team work in a University library environment locates the burden or authority of conflict resolution enduringly in the hands of a work team. Members in the library team must learn how to identify conflict and assign with it instantly and directly. Conflict has a number of problems raised for many work teams, which raise a need for actual / accurate training of team members to have a resolution.