{"id":644,"date":"2021-06-29T13:05:11","date_gmt":"2021-06-29T12:05:11","guid":{"rendered":"http:\/\/blogs.ifla.org\/arl\/?p=644"},"modified":"2021-06-30T08:14:59","modified_gmt":"2021-06-30T07:14:59","slug":"experiencing-covid-19-as-a-catalyst-for-change-in-the-academic-library-from-ict-to-cpd-an-ugandan-perspective","status":"publish","type":"post","link":"https:\/\/blogs.ifla.org\/arl\/2021\/06\/29\/experiencing-covid-19-as-a-catalyst-for-change-in-the-academic-library-from-ict-to-cpd-an-ugandan-perspective\/","title":{"rendered":"Experiencing Covid-19 as a catalyst for change in the academic Library, from ICT to CPD: an Ugandan perspective"},"content":{"rendered":"


\n\"\"<\/a> In<\/span><\/span> March 20<\/span><\/span>20, the COVID-19 pandemic arrived at our doors unannounced. Life nearly came to a standstill for s<\/span><\/span>everal <\/span><\/span>countries and we have experienced lockdowns <\/span><\/span>since then <\/span><\/span>to curtail the spread of the virus. <\/span><\/span>As I write this article, Uganda is under partial lockdown since 7th<\/span><\/span> June 2021 as the second wave of the virus takes its toll. <\/span><\/span>The effect of such measures has devastated almost all <\/span><\/span>aspects of life, <\/span><\/span>but <\/span><\/span>also <\/span><\/span>fostered positive change in many<\/span><\/span> sectors<\/span><\/span> :<\/span><\/span> opportunities have come forth as we struggle for normalcy.<\/span><\/span><\/p>\n

In the education sector, <\/span><\/span>teaching and learning has been greatly disrupted and for a few months in 2020 went into limbo<\/span><\/span>. Sadly, while <\/span><\/span>most of the universities had running subscriptions to e-learning platforms like Moodle, Blackboard and Google suites<\/span><\/span>, the<\/span><\/span> adoption of e-learning <\/span><\/span>had remained slow. This phenomenon, <\/span><\/span>especially in public universities<\/span><\/span>,<\/span><\/span> has been attributed to several factors that include technological,<\/span><\/span>copyright, inadequate <\/span><\/span>information communication & technology (<\/span><\/span>ICT<\/span><\/span>)<\/span><\/span> skills, mind-set challenges, etc. <\/span><\/span>(Mutisya & Makokha, 2016)<\/span><\/span>. W<\/span><\/span>hen <\/span><\/span>in-person\/physical classes stopped<\/span><\/span> in Uganda<\/span><\/span>, universities reawakened amidst <\/span><\/span>scattered resistance from students <\/span><\/span>to implement online learning and retrieved the archived online learning policies, now <\/span><\/span>critically<\/span><\/span> opportune<\/span><\/span>.<\/span><\/span><\/p>\n

A lasting legacy <\/span><\/span>of the <\/span><\/span>COVID<\/span><\/span>-19 <\/span><\/span>experience and a key element of<\/span><\/span> online learning is the need for an electronic library collection. <\/span><\/span>Furthermore, the <\/span><\/span>need for remote access to library resources <\/span><\/span>as <\/span><\/span>we implement e-learning cannot be <\/span><\/span>overemphasised<\/span><\/span>. <\/span><\/span>University libraries in Uganda have been subscribing to electronic resources<\/span><\/span>,<\/span><\/span> both e-books and e-journals<\/span><\/span>,<\/span><\/span> for several years<\/span><\/span>,<\/span><\/span> through projects funded by development partners <\/span><\/span>(Kawooya, 2007)<\/span><\/span>. But <\/span><\/span>low usage statistics <\/span><\/span>(Kinengyere, Kiyingi, & Baziraake, 2012)<\/span><\/span> have been reported <\/span><\/span>over the year<\/span><\/span>s<\/span><\/span>. <\/span><\/span>For the academic library, <\/span><\/span>such a time <\/span><\/span>presents an opp<\/span><\/span>ortunity to review and step up our <\/span><\/span>d<\/span><\/span>igital services portfolio<\/span><\/span><\/strong> to improve <\/span><\/span>teaching and learning in <\/span><\/span>\u201c<\/span><\/span>new normal<\/span><\/span>\u201d times<\/span><\/span>.<\/span><\/span> \u00a0Besides the e-resources that are a characteristic of the academic library, there\u2019s need for other e-services<\/span><\/span>. This includes<\/span><\/span> e.g. conducting virtual information literacy sessions to equip library users with required skills<\/span><\/span>, so that they <\/span><\/span>confidently navigate the plethora of information resources <\/span><\/span>available <\/span><\/span>in the public space. <\/span><\/span><\/p>\n

A<\/span><\/span>s the library transitions into <\/span><\/span>unprecedented <\/span><\/span>mandatory online operations so does the need to equip the library staff with the requisite <\/span><\/span>digital skills<\/span><\/span><\/strong>. These are meant<\/span><\/span> to support students and staff to adequately access and utilise the digital resources. <\/span><\/span>Such skills include, but are not limited to: <\/span><\/span>public relations<\/span><\/span> and customer care<\/span><\/span> with <\/span><\/span>an<\/span><\/span> online community<\/span><\/span>; <\/span><\/span>copyright education<\/span><\/span>; <\/span><\/span>social media engagement<\/span><\/span>; <\/span><\/span>working with faculty to link course content on the e-learning platforms<\/span><\/span>; <\/span><\/span>e-collection<\/span><\/span> \/ e-resources<\/span><\/span> development; <\/span><\/span>and virtual reference <\/span><\/span>build-up<\/span><\/span>.<\/span><\/span><\/p>\n

Whereas library service has been an in person service, the pandemic <\/span><\/span>challenges <\/span><\/span>this tradition. \u00a0<\/span><\/span>This entails<\/span><\/span> the need for a paradigm shift to <\/span><\/span>remote library service<\/span><\/span><\/strong>. So how does the library in this part of the world continue to provide quality service to the library users<\/span><\/span> where it is reported that only 28% of the population has access to <\/span><\/span>the Internet <\/span><\/span>at home and only 17% <\/span><\/span>have access to the computer at home <\/span><\/span>(ITU, 2021) ?<\/span><\/span> It is paramount <\/span><\/span>to be innovative and re-invent service models to meet the needs of the university community that is scattered all over the country<\/span><\/span><\/strong>. Therein is an opportunity <\/span><\/span>for electronic <\/span><\/span>document delivery of journal <\/span><\/span>articles\u00a0<\/span><\/span>and<\/span><\/span> scanned chapters<\/span><\/span>, bearing <\/span><\/span>un<\/span><\/span> mind<\/span><\/span> that <\/span><\/span>such practices have <\/span><\/span>not been the norm<\/span><\/span> so far<\/span><\/span>. <\/span><\/span><\/p>\n

On the flip side, what does remote library service mean for library staff? Can library staff handle the tasks to be undertaken remotely? Just like the community served, they might be challenged with access to computers and Internet access. Thus, the<\/span><\/span> transition to remote <\/span><\/span>and increased digital <\/span><\/span>work <\/span><\/span>calls for <\/span><\/span>increased university investment in technology<\/span><\/span><\/strong> (<\/span><\/span>both software and hardware<\/span><\/span>)<\/span><\/span> in addition to access to the Internet to facilitate <\/span><\/span>usage <\/span><\/span>and sharing of documents.<\/span><\/span><\/p>\n

Continuous professional development <\/span><\/span>(<\/span><\/span>CPD) is <\/span><\/span>inherent to\u00a0<\/span><\/span>career development of any professional. <\/span><\/span>The<\/span><\/span> many benefits of physical conference<\/span><\/span>s<\/span><\/span> notwithstanding, the <\/span><\/span>virtual conference<\/span><\/span>s<\/span><\/span> or workshop<\/span><\/span>s<\/span><\/span><\/strong> presents opportunit<\/span><\/span>ies when <\/span><\/span>registration fees <\/span><\/span>make them<\/span><\/span> affordable and accessible\u00a0<\/span><\/span>especially for<\/span><\/span> professionals from low income countries<\/span><\/span>. The implication of this option is that several librarians can attend without worrying about accommodation, air tickets, visa costs and restrictions that we endure when planning a conference attendance outside your country. \u00a0I hope that a virtual option can remain an option for all conferences post COVID. \u00a0<\/span><\/span><\/p>\n

For all the opportunities<\/span><\/span> discussed<\/span><\/span> above, their success hinges on <\/span><\/span>p<\/span><\/span>olicies<\/span><\/span><\/strong> put in place to guide their impl<\/span><\/span>eme<\/span><\/span>ntation<\/span><\/span>, such as<\/span><\/span>:-<\/span><\/span><\/p>\n

i. e-learning policies<\/span><\/span> \u2013 to <\/span><\/span>regulate and govern e-learning<\/span><\/span>including use of \u00a0library e-resources<\/span><\/span><\/div>\n
ii. Library <\/span><\/span>policies<\/span><\/span><\/div>\n
iii. Human Resources (HR) policy especially to cover the remote work arrangement, work related expenses for library staff working from home<\/span><\/span><\/div>\n

The concept of the library without walls has been brought closer than planned<\/span><\/span> for many libraries in the developing world<\/span><\/span>. But rather than bemoan the lack of preparation, the academic library in the developing <\/span><\/span>countries <\/span><\/span>should embrace the change and come up with new services, models and procedures to work within the disruption caused by the pandemic.<\/span><\/span><\/p>\n

Eliz <\/span><\/span>Nassali<\/span><\/span> State<\/span><\/span><\/strong><\/p>\n

University Librarian, <\/span><\/span>Kyambogo<\/span><\/span> University, Uganda
\n<\/span><\/span><\/strong><\/p>\n

Email:\u00a0<\/span><\/span>lizstate@gmail.com<\/span><\/span><\/a><\/strong><\/p>\n

 <\/p>\n

References<\/span><\/span><\/strong><\/p>\n

– <\/span>ITU. (2021). <\/span><\/span>Digital trends in Africa 2021 : ICT technology trends and developments in the Africa region, 2017-2020<\/span><\/span>. Retrieved from <\/span><\/span>www.itu.int\/en\/myitu\/Publications\/2021\/03\/29\/08\/47\/Digital-Trends-in-Africa-2021<\/span><\/span><\/a><\/div>\n
– <\/span>Kawooya, D. (2007). <\/span><\/span>Copyright and access to e-resources in Africa’s education and research contexts : the case of selected Ugandan institutions<\/span><\/span>. Retrieved from <\/span><\/span>https:\/\/www.semanticscholar.org\/paper\/Copyright-and-Access-to-e-Resources-in-Africa%27s-and-Kawooya\/486f37eb13134b70c4738d112520679d42b30572<\/span><\/span><\/a><\/a><\/div>\n
– <\/span>Kinengyere, A. A., Kiyingi, G. W., & Baziraake, B. B. (2012). Factors affecting<\/span><\/span> utilisation of electronic health information resources in universities in Uganda. <\/span><\/span>Alis, 59<\/span><\/span>(2), 90-96. <\/span><\/span>Mutisya, D. N., & Makokha, G. L. (2016). Challenges affecting adoption of e-learning in public universities in Kenya. <\/span><\/span>E-Learning and Digital Media, 13<\/span><\/span>(3-4), 140-157. doi:10.1177\/2042753016672902<\/span><\/span><\/div>\n","protected":false},"excerpt":{"rendered":"

In March 2020, the COVID-19 pandemic arrived at our doors unannounced. Life nearly came to a standstill for several countries and we have experienced lockdowns since then to curtail the spread of the virus. As I write this article, Uganda is under partial lockdown since 7th June 2021 as the second wave of the virus […]<\/p>\n","protected":false},"author":1022,"featured_media":0,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[9695,1],"tags":[],"class_list":["post-644","post","type-post","status-publish","format-standard","hentry","category-academic-and-research-libraries","category-general"],"_links":{"self":[{"href":"https:\/\/blogs.ifla.org\/arl\/wp-json\/wp\/v2\/posts\/644","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.ifla.org\/arl\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.ifla.org\/arl\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.ifla.org\/arl\/wp-json\/wp\/v2\/users\/1022"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.ifla.org\/arl\/wp-json\/wp\/v2\/comments?post=644"}],"version-history":[{"count":5,"href":"https:\/\/blogs.ifla.org\/arl\/wp-json\/wp\/v2\/posts\/644\/revisions"}],"predecessor-version":[{"id":650,"href":"https:\/\/blogs.ifla.org\/arl\/wp-json\/wp\/v2\/posts\/644\/revisions\/650"}],"wp:attachment":[{"href":"https:\/\/blogs.ifla.org\/arl\/wp-json\/wp\/v2\/media?parent=644"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.ifla.org\/arl\/wp-json\/wp\/v2\/categories?post=644"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.ifla.org\/arl\/wp-json\/wp\/v2\/tags?post=644"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}