Conclusions and recommendations
7.3 Recommendations
Another significant finding of the study was a general lack of formal training. Itcan be argued that this lack of training has directly influenced the subject librarians' level of ICT knowledge and skill. There were, however, exceptions to this observation.
Even though there was a lack of formal training for file management, windows and keyboard, word processing, e-mail and the Internet, the subject librarians' level of knowledge and skill were high for these applications. Also, in examining the formal courses that were attended by subject librarians, most of these courses were
introductory courses; none of the subject librarians had attended intermediate or advanced courses. Perhaps the most significant finding relating to training is that two of the institutions, the University of Natal and the University of Zululand provide training for the ICDL yet only three subject librarians had obtained an ICDL. Also, with the pending merger between the University of Natal and Durban-Westville it could be argued that eventually training for the ICDL will be available to the
University of Durban-Westville once the institutions have merged. Furthermore, just over half of the subject librarians were unaware that their institutions provided training for the ICDL. Generally, it could be argued that there is a lack of knowledge regarding the availability and benefit of the ICDL amongst the subject librarians.
In identifying the problems that subject librarians face in the use ofICT it is evident from the findings that the majority of these problems were as a result of a lack of understanding, knowledge, skill, and above all, as discussed above, a lack of training.
Therefore, in an attempt to remedy the above situation the following
recommendations with regard to education and staff training and development have been made.
7.3.1 Education
Inthis section the importance of a LIS curriculum that caters for an education in both traditional library and lCT knowledge and skills is discussed.
7.3.1.1 Directions and practical steps to be taken with regard to LIS education
• Library schools should provide a curriculum that is balanced in the sense that it provides for an education in traditional librarianship as well as lCT
knowledge and skills. With regard to the lCT knowledge and skills education, such an education must be user centred, and lCT must be viewed as a means not an end to promote a quality, efficient and effective service to library users.
Also, such a curriculum must provide for continuing education so that librarians can update their lCT knowledge and skills to keep pace with ever changing technological developments. Where feasible library schools can link with existing higher qualification options like the lCDL, and recommend them to candidates for continuing education.
7.3.2 Staff training and development
According to Oldroyd (1996) failure to provide library staff with adequate training and to deploy them effectively represents one of the single most important constraints on change and development in library and information provision, and can seriously undermine its effectiveness, especially when this depends on the implementation of new practices, or on lCT.
7.3.2.1 Directions and practical steps to be taken with regard to staff training and development
In light of the above the, the following recommendations are made with regard to staff training and development for the ICT knowledge and skills of subject librarians at the university libraries of KwaZulu-Natal:
• Library managers and supervisors in all the libraries under study need to realize the value of staff development and training for their library.
Management should ensure all their staff understand and are able to cope with changes that have resulted from technological developments. According to Lipow (1989: 87) staff are the most important resource in a library: they constitute the largest budget, they deliver the library's services, they operate the library's equipment, they shape the library's image. The magnitude of change due to technological developments suggests that libraries have to devote greater resources to staff development. Library managers will have to make a commitment to staff development to ensure that staff have the
necessary ICT knowledge and skills to work effectively in an environment that is demanding and rapidly changing.
• Library managers, supervisors and staff should be aware of the implications of the staff training and development legislation in South Africa, particularly the Skills Development Act, 1998 and relating legislation. Taking this legislation into account there should be no excuses, such as lack of funds to prevent the skills training of staff.
• A needs analysis should be done to determine individual and organisational strengths and weaknesses in terms ofICT knowledge and skills in each of these libraries. This study has already succeeded in contributing to an initial skills audit of the ICT knowledge and skills of subject librarians.
• Universities should employ or appoint a Skills Development Facilitator who would be responsible for developing and planning a library ICT skills
development strategy. The Facilitator should assist the libraries to draft and implement and ICT skills plan for their subject librarians.
• With the impending merger between the University of Durban-Westville and the University of Natal, this ICT needs assessment will be valuable in terms of contributing towards an understanding of the level oflCT knowledge and skill in each of these libraries, while the ICT development strategy and skills plan will ensure that all staff will eventually be on equal footing in terms of ICT knowledge and skills. This is important because users will be expecting the same level of quality service throughout all the libraries of the new merged institution.
• Training processes and procedures should be constantly monitored and modified to meet changing needs. This will ensure that subject librarians will be able to keep pace with the technological changes and will ensure that their skills are constantly updated.
• Finally, the objectives ofICT training for subject librarians should be to:
o Place ICT in context, that is, management have to convince staff of the need to change to ICT processes;
o Encourage staff confidence in ICT;
o Make staff proficient in ICT skills;
o Give staff opportunities for further development from the ICT skills acquired;
o Give staff measurable transferable skills; and o Encourage CPD (Biddiscombe 1997: 7-11).
7.3.3. Future research
The current study had succeededinproviding an initial skills audit for the subject librarians in the libraries of all universities. Two further studies should be conducted.
The first study should survey the library and information studies schools or
departments in South Africa; in order to establish if the curricula they offer adequately cater for the ICT education of library and information workers in South Africa. Such a study should be similar to the one conducted by Stilwell (2002). The second should examine the ICT staff training and development needs (a needs assessment),
particularly in the university libraries of the University of Durban-Westville and the University of Natal, Durban and Pietermaritzburg. The main objective of the proposed study should be the proposal of an ICT staff training strategy and development plan for subject librarians in these libraries. Finally, the study
demonstrates that in spite of the recognition of the importance oflCT knowledge and skills for library professionals, for the subject librarians ofKwaZulu-Natal much concerted effort needs to be made to improve competencies.