Дисертації з теми "Digital libraries – South Africa – Case studies"
Оформте джерело за APA, MLA, Chicago, Harvard та іншими стилями
Ознайомтеся з топ-27 дисертацій для дослідження на тему "Digital libraries – South Africa – Case studies".
Біля кожної праці в переліку літератури доступна кнопка «Додати до бібліографії». Скористайтеся нею – і ми автоматично оформимо бібліографічне посилання на обрану працю в потрібному вам стилі цитування: APA, MLA, «Гарвард», «Чикаго», «Ванкувер» тощо.
Також ви можете завантажити повний текст наукової публікації у форматі «.pdf» та прочитати онлайн анотацію до роботи, якщо відповідні параметри наявні в метаданих.
Переглядайте дисертації для різних дисциплін та оформлюйте правильно вашу бібліографію.
Pietersen, Jeremiah. "The shape and form of the 21st century academic library in South Africa : the case of the University of Cape Town libraries." Master's thesis, University of Cape Town, 2015. http://hdl.handle.net/11427/13733.
Phakathi, Bekezela. "Impact of new media technologies on the production of economics news in South Africa : a case study of Fin24.com (www.fin24.com)." Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1007631.
Titus, Simone. "Towards a social constructivist game-based learning model: a case of using digital games in sports studies in South Africa." Doctoral thesis, University of Cape Town, 2016. http://hdl.handle.net/11427/23457.
Newman, Linda Rozetta. "Opvoeders se perspektiewe rakende die gebruik van die leesperiode en skoolbiblioteke in geselekteerde skole in die Noord-Kaap." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86614.
ENGLISH ABSTRACT: Reading is an important skill for the 21st century and are one of the cornerstones of learning. Research shows an escalating concern about the reading ability of South African learners. In an attempt to improve the literacy levels of learners, the Northern Cape Department of Education, issued a circular to schools instructing them to implement a daily reading period of 30 minutes. It is required of schools to indicate the reading period on the timetable and reading must be formally instructed. The purpose of the study was to determine the perspectives of teachers regarding the use of the reading period and school libraries. It is hypothesized that teachers do not provide enough exposure to learners regarding reading. Secondly It is hypothesized that teachers do not a create a reading culture or foster a positive attitude towards reading, because they ignore the reading period and do not use the library as a resource. A mixed method approach was followed, where both quantitative and qualitative research designs was used. The study consisted of a literature review and an empirical study. The empirical study was conducted at two high schools in the Namaqua District. The data was collected by means of a questionnaire which was completed by 16 Grade 8 and 9 teachers. Focus group interviews were also conducted with the participating teachers. An analysis of the empirical data showed the following : - According to the results the majority of the teachers are aware of the reading period. - The teachers indicated that the reading period is not implemented at both of the schools. - The teachers did not receive any guidance or support from the Northern Cape Education Department to assist learners with reading problems. - The data showed that both schools do have a school library. - From the responses of the teachers it seems that the library resources are old and insufficient. - The data indicated that the teachers do not use the school library as a resource to promote teaching and learning. - The learners are not exposed to the library to assist them with curriculum assignments. The research confirmed the research hypothesis that the reading period is not implemented and that the school library is not used by the teachers to promote the literacy levels and academic performance of the learners.
AFRIKAANSE OPSOMMING: Lees is ʼn noodsaaklike vaardigheid in die 21ste eeu en is een van die boustene van leer. Navorsing in Suid-Afrika dui daarop dat leesprobleme in Suid-Afrika besig is om ernstige afmetings aan te neem. Om die leesvermoëns en geletterheidvlakke van leerders te verhoog, het die Noord-Kaapse Onderwysdepartement (NKOD) ʼn omsendskrywe uitgestuur, waarin skole verplig word om daagliks ʼn leesperiode van 30 minute in te stel. Hierdie leesperiode moet op die skool se rooster aangedui word. Binne die leesperiode moet lees op ʼn gestruktureerde manier aangebied word. Die breë navorsingsdoelstelling van die studie is om ondersoek in te stel na die perspektiewe van opvoeders rakende die gebruik van die leesperiode en die skoolbiblioteek. As navorsingshipotese is eerstens gestel dat opvoeders nie aan die leerders genoeg blootstelling rakende lees gee nie. Tweedens is gestel dat opvoeders nie ʼn kultuur van lees skep nie of ʼn positiewe houding teenoor lees by die leerders kweek nie, want hulle verontagsaam die leesperiode en ignoreer die biblioteek as hulpbron. In hierdie studie is daar gebruik gemaak van ʼn gemengde navorsingsontwerp, waarvolgens beide kwantitatiewe en kwalitatiewe navorsingsmetodes gekombineer word om die navorsingsprobleem beter te verstaan. Die studie het bestaan uit ’n literatuurstudie en ’n empiriese ondersoek. Die empiriese ondersoek is by twee geselekteerde hoërskole in die Namakwa-distrik gedoen. Die data is versamel deur ‘n vraelys wat voltooi is deur 16 graad 8- en 9- opvoeders van die geselekteerde skole. Fokusgroeponderhoude is ook met die deelnemers gevoer. ʼn Ontleding van die empiriese data het getoon dat: - die meerderheid van die opvoeders kennis dra van die leesperiode. - die leesperiode by nie een van die twee skole geïmplementeer word nie. - die opvoeders geen leiding en ondersteuning vanaf die Noord-Kaapse Onderwysdepartement ontvang het rakende hulpverlening aan leerders met leesprobleme nie. - beide skole beskik oor ’n skoolbiblioteek. - die skoolbiblioteek se bronne onvoldoende is en meestal verouderd is. - die opvoeders nie die skoolbiblioteek gebruik om onderrig en leer te bevorder nie. - die leerders ook geen blootstelling kry aan die skoolbiblioteek om take binne die kurrikulum te doen nie. Die navorsing bevestig die navorsingshipotese dat die leesperiode nie geïmplementeer word nie en dat die opvoeders nie die skoolbiblioteek as ʼn bron gebruik om die geletterdheid en akademiese vordering van leerders te bevorder nie.
Bushula, Bruce Simphiwe. "Using a classroom library to promote extensive reading in a Grade 8 class in a Fort Beaufort District School, Eastern Cape : an action research case study." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017333.
Masenya, Tlou Maggie. "A framework for preservation of digital resources in academic libraries in South Africa." Thesis, 2018. http://hdl.handle.net/10500/27518.
Information Science
D. Litt. et Phil. (Information Science)
Moyo, Sharon. "Elementary school children’s acceptance and use of digital school libraries at Crawford Preparatory Pretoria School in Gauteng Province, South Africa." Diss., 2015. http://hdl.handle.net/10500/19899.
Information Science
M. Inf.
Matatiele, Refilwe Agnes. "Strategies for converting traditional academic library spaces to research commons : a South African perspective." Diss., 2020. http://hdl.handle.net/10500/27236.
Information Science
M.A. (Information Science)
Kau, Modiegi Jacqueline. "Schools as a conduit for taking public archives to children in the Gauteng Province of South Africa." Diss., 2018. http://hdl.handle.net/10500/25538.
Information Science
M. inf. (Archival Science)
Mohlala, Popopo Design. "Implementation of Enterprise Content Management System in Western Cape Government, South Africa." Diss., 2020. http://hdl.handle.net/10500/27066.
Information Science
M. Inf. (Information Science)
Mhlongo, Maned Annie. "Integration of indigenous knowledge into the services of public libraries in South Africa." Thesis, 2018. http://hdl.handle.net/10500/23849.
Information Science
D. Litt. et Phil. (Information Science)
Buchholz, Irmera. "Provision of access to information in academic libraries in Southern Africa : two case studies." Diss., 2011. http://hdl.handle.net/10500/4794.
Information Science
M. A. (Information Science)
Mogiba, Ntombizandile Cynthia. "Utilising radio-frequency identification technologies as knowledge management enablers in academic libraries: a case study of the University of South Africa." Diss., 2018. http://hdl.handle.net/10500/25322.
Information Science
M. Inf. (Information Science)
Matyila, Pule Muzi Lincholn. "A model for digital literacy enhancement through technology adoption in resource-constrained environments." Diss., 2019. http://hdl.handle.net/10500/25815.
School of Computing
M. Sc. (Computing)
Matobako, Molaodi Margaret. "The influence of Web 2.0 technologies on the use of public libraries in Mangaung Metropolitan Municipality, South Africa." Diss., 2016. http://hdl.handle.net/10500/22686.
Information Science
M.A. (Information Science)
Khumalo, Mbalenhle Sijabulile. "The provision of Library and Information Services to offenders in South Africa with reference to Leeuwkop and Johannesburg correctional services." Diss., 2020. http://hdl.handle.net/10500/27336.
Information Science
M. Inf.
Raubenheimer, Janette. "Developing library middle management in the context of an Open Distance Learning (ODL) environment in South Africa." Thesis, 2016. http://hdl.handle.net/10500/22043.
Information Science
D. Litt. et Phil. (Information Science)
Shibambu, Badimuni Amos. "Digital curation of records in the cloud to support e-government services in South Africa." Thesis, 2019. http://hdl.handle.net/10500/26981.
Information Science
D.Lit. et Phil. (Information Science)
Matwadia, Zyliekha. "The influence of digital media use in classrooms on teacher stress in Gauteng schools." Diss., 2018. http://hdl.handle.net/10500/25504.
Educational Leadership and Management
M. Ed. (Educational Leadership and Management)
Dube, Tinyiko Vivian. "Information technology skills and competencies of staff members in the Information Resource Distribution Directorate of the University of South Africa Library." Diss., 2017. http://hdl.handle.net/10500/22932.
Information Science
M.A. (Information Science)
Jahoor, Farshida. "A framework for mobile digital literacy skills of educators using mobile technology in rural formal education." Diss., 2019. http://hdl.handle.net/10500/25811.
School of Computing
M. Sc. (Computing)
Dlamini, Ntombizethu Annatoria. "The role of principals in establishing and managing functional school libraries in King Cetshwayo District, KwaZulu-Natal." Diss., 2018. http://hdl.handle.net/10500/26001.
Dit het aan die lig gekom dat Suid-Afrikaanse leerders se leeruitkomste swak in die internasionale arena vertoon, selfs indien dit met minder-ontwikkelde dele van Sub-Sahara-Afrika vergelyk word. Daar word aanvaar dat die oorsaak van hier probleem vermoedelik die probleem van ongeletterdheid is, wat onder andere oorkom kan word deur te verseker dat elke openbare skool oor ’n toegeruste en funksionele biblioteek beskik wat deur ’n voltydse, bekwame bibliotekaris bestuur word. Hierdie studie ondersoek die rol van skoolhoofde in die vestiging en bestuur van funksionele skoolbiblioteke in die King Cetshwayo-distrik in KwaZulu-Natal. Daar is by vyf skole in die Dlangubu-streek ’n kwalitatiewe ondersoek met behulp van skoolhoofde en hulle onderwyser-bibliotekarisse gedoen. Data is met behulp van diepgaande onderhoude en dokumentanalise versamel. Die studie het aan die lig gebring dat die skoolhoofde ’n gebrek aan opleiding en hulpbronne het ten einde hulle rol in die vestiging en handhawing van funksionele skoolbiblioteke te vervul. Aanbevelings is gemaak oor hoe skoolhoofde in die toekoms moontlik hierdie probleme kan oplos.
Kuvele ukuthi imiphumela yokufunda abafundi baseNingizimu Afrika isezingeni eliphansi mayikeliswe neyamazwengamazwe ngisho noma isiqhathaniswa neyezingxenye ezingaka thuthuki kahle zase- Sub-Saharan Africa. Umsuka walenkinga kusolwa ukuthi udalwa ukungakhuthazwa ukufunda izincwadi nokubhala ,okuyinto okuthiwa ingaqedwa phakathi kokunye ngokuqinisekisa ukuthi zonke izikole zomphakathi zinomtapo wolwazi onezinsizakufunda nezinsizakusebenza ezanele ezisezingeni labantwana nothisha futhi owenganyelwe uthisha oqeqeshiwe ngokusebenza komtapo futhi osebenza ngokugcwele ukuqondana nomtapo wesikole. Inhloso yocwaningo ukuphenya indima yothishanhloko ekusunguleni nasekuphatheni imitapo esebenza ngendlela efanele ezikoleni zase e-King Cetshwayo District, KwaZulu-Natal. Uphenyo olunzulu lwenziwe kothishomkhulu kanye nakothisha ababakhethe ukuthi babuye babhekane nokusebenza nokuphathwa kwe -mitapo yolwazi ezikoleni zabo ezinhlanu ezise Dlangubo Circuit. Ulwazi lwaqoqwa ngama in-depth interviews kanye nokuhlaziywa kwezincwadi abasebenza ngazo ukuze umtapo wolwazi wesikole usebenze ngendlela efanele.Lolu cwaningo luveze ukuthi othishanhloko bashoda ngoqeqesho kwezokuphathwa komtapo wolwazi ezikoleni kanye nezinsizakufunda kubalwa nezinsiza kusebenza eziqondene nokusebenza kahle komtapo wolwazi ezikoleni ukuze bakwazi ukufeza indima yabo ekusunguleni nasekuphatheni gendlala imitapo yolwazi esebenza kahle ezikoleni zabo. Izincomo zenziwe ezikhombisa ukuthi othishanhloko bangazixazulula kanjani lezi zinkinga esikhathini esizayo.
Educational Management and Leadership
M. Ed. (Education Management)
Adams, Lindall Elaine. "The contribution of library programmes at the Emfuleni Library and Information Services in creating social capital to reduce poverty." Thesis, 2018. http://hdl.handle.net/10500/25176.
Information Science
D. Litt. et Phil. (Information Science)
Van, der Westhuizen Leonie Magdalena. "Teachers' understanding and use of digital play for language acquisition in Grade R." Diss., 2019. http://hdl.handle.net/10500/26395.
Onderwysers is geneig om tradisionele onderrigmetodes te gebruik, selfs al is jong leerders meer digitaal georiënteerd. Die doel van hierdie studie was om onderwysers se begrip en praktyke in graad R-klasse te ontleed, om hul gebruik van digitale spel vir taalverwerwing duidelik te maak. Die deelnemers het bestaan uit agt graad R-onderwysers by een uitgesoekte laerskool in ʼn stedelike gebied, met toegang tot digitale tegnologie. Hierdie studie is geïnspireer deur Bronfenbrenner se ekologiese stelselteorie as ʼn teoretiese raamwerk. Hierdie kwalitatiewe enkelgevallestudie het data van onderwyser-deelnemers en hul interaksie met die leerders gegenereer. Die datagenerering het halfgestruktureerde individuele onderhoude, fokusgroeponderhoude en niedeelnemer-waarnemings ingesluit. Die vernaamste gevolgtrekking was dat graad R-onderwysers oor ʼn mate van kennis en begrip van digitale spel beskik en dat hulle bereid is om nuwe speletjies te probeer, maar hulle voel hulle behoort meer te weet van digitale tegnologie en die gebruik van digitale speletjies vir taalverwerwing. Aanbevelings sluit in: die behoefte aan die ontwikkeling van meer digitale speletjies wat op taalverwerwing betrekking het; en dat onderwysers tersaaklike pedagogieë moet inspan om uit die beskikbare digitale speletjies voordeel te trek. ʼn Soortgelyke studie in ʼn landelike gebied en ʼn vergelyking tussen hierdie studie en so ʼn studie sal dan nuttig wees om onderwysers se begrip en gebruik van digitale spel vir taalverwerwing te bepaal.
Barutiši ba na le go šomiša mekgwa ya sekgale ya go ruta, le ge e le gore baithuti ba baswa ba na le tsebo ya theknolotši. Morero wa nyakišišo ye e be e le go sekaseka mašomelo le kwešišo ya barutiši ka diphapošing tša kreiti R go hlalosa tšhomišo ya bona ya papadi ya ditšitale ya go ithuta polelo. Bakgathatema ba bopilwe ke barutiši ba seswai ba kreiti R sekolong se se kgethilwego sa poraemari ka nagasetoropong seo se nago le theknolotši ya ditšitale. Teori ya mekgwa ya ekolotši ya Bronfenbrenner bjalo ka foreimiweke ya teori e thekgile nyakišišo ye. Kheisesetati ye e tee ya khwalithethifi e tšweleditše datha go tšwa go bakgathatema ba e lego barutiši le kopano ya bona le baithuti. Tšweletšo ya datha e akareditše dipoledišano tša motho o tee ka o tee tša go beakanywa seripa, dipoledišano tša go nepiša sehlopha, le ditlhokomelo tša ba go se kgathe tema. Ditshekatsheko go araba dipotšišo tša dinyakišišo di dirilwe ka go šomiša tshekatsheko ya thematiki. Kutullo ye kgolo e bile gore barutiši ba kreiti R ba na le tsebo le kwešišo ye nyane ya papadi ya ditšitale le gore ba rata go leka dipapadi tše diswa, eupša ba kwa ba nyaka go tseba tše ntši ka ga theknolotši ya ditšitale le tšhomišo ya dipapadi tša ditšitale tša go ithuta polelo. Ditšhišinyo di akaretša nyakego ya tlhabollo ya dipapadi tša ditšitale tše ntši tša maleba go ithuteng polelo le gore baithuti ba amogela serutiši sa maleba gore ba holege dipapading tša ditšitale. Nyakišišo ye bjalo nagamagaeng le papišo gare ga nyakišišo ye le nyakišišo ye bjalo gona e tla ba le mohola taetšong ya kwešišo ya barutiši le tšhomišo ya papadi ya ditšitale ya go ithuta polelo.
Curriculum and Instructional Studies
M. Ed. (Curriculum Studies)
Asaram, Anusha. "The role of resource centres in supporting learners requiring high levels of support, in the Pietermaritzburg district : a case study." Diss., 2014. http://hdl.handle.net/10500/14195.
Inclusive Education
M. Ed. (Inclusive Education)
Munnhar, Pradhika. "The South African Council for Educators point system policy : implications for the professional development of teachers in Gauteng." Diss., 2019. http://hdl.handle.net/10500/27247.
This work explores the continuous professional teacher development point system policy and the implications it has on the professional development of teachers. A qualitative study was undertaken in two secondary schools on the West Rand in Gauteng. Data was collected through document analysis, observations and semi-structured interviews. Results indicated that there is a mismatch between what is outlined in the policy and what the teachers are practising. It became evident that the majority of teachers in this study had limited knowledge of the policy although implementation of the policy began in 2014. It was concluded that the point system policy is not contributing effectively to the professional development of teachers in Gauteng.
Hierdie werk ondersoek die deurlopende professionele onderwyser-ontwikkelingspuntstelselbeleid en die implikasies daarvan op die professionele ontwikkeling van onderwysers. 'n Kwalitatiewe studie is onderneem in twee sekondêre skole aan die Wes-Rand in Gauteng. Data is ingesamel deur middel van dokument analise, waarnemings en semi-gestruktureerde onderhoude. Resultate het aangedui dat daar 'n wanverhouding bestaan tussen wat in die beleid uiteengesit word en wat die onderwysers praktiseer. Dit het duidelik geword dat die meerderheid onderwysers in hierdie studie beperkte kennis van die beleid gehad het, hoewel die implementering van die beleid in 2014 begin het. Daar is bevind dat die puntestelselbeleid nie effektief bydra tot die professionele ontwikkeling van onderwysers in Gauteng nie.
Mosebetsi ona o hlahloba ts'ebetso ea litsebi tsa ntswetsopele ea litsebi le liphehello tsa eona ho ntlafatso ea litsebi tsa matichere. Thuto e ntle e ile ea etsoa likolong tse peli tsa sekondari ho West Rand Gauteng. Lintlha li ile tsa bokelloa ka ho hlahloba litokomane, litlhaloso le lipuisano tse sa tšoaneng. Lipatlisiso li bontšitse hore ho na le phapang pakeng tsa se boletsoeng polelong le seo matichere a se etsang. Ho ile ha totobala hore matichere a mangata thutong ena a na le tsebo e fokolang ea leano le hoja ts'ebetsong ea pholisi e qalile ka 2014. Ho ile ha fihleloa qeto ea hore leano la tsamaiso ea motheo ha le tlatse ka katleho ho ntlafatso ea litsebi tsa matichere Gauteng.
Educational Management and Leadership
M. Ed. (Educational Leadership and Management)
Davel, Coriena. "The mobile phone as an extention of the self : a study among adolescents in a secondary school." Thesis, 2017. http://hdl.handle.net/10500/22819.
Psychology of Education
D. Ed. (Psychology of Education)