Qualifications and Skills of Subject Librarians in Selected African Countries

Although subject librarians are found in many academic libraries worldwide, not enough has been written about the profession on the African continent. A study was, therefore, conducted, with the aim of adding to the knowledge about subject librarianship as it is practised in selected southern African countries. This article reports on the findings related to one of the main objectives of the study, which was to determine the qualifications and skills of subject librarians. The survey method was used to collect data from study participants. Semi-structured questionnaires were sent to 279 subject/learning support librarians, and semi-structured telephonic interviews were conducted with selected library managers from selected institutions included in the survey. The study revealed that most respondents held degrees and/or postgraduate qualifications in library and information science, that more than half of them also held qualifications in other disciplines at various levels, and that many of them felt that they needed to acquire more information and communication technology skills.     

An analysis of South African Grade 9 natural sciences textbooks for their representation of nature of science

This article reports on an analysis and comparison of three South African Grade 9 (13–14 years) Natural Sciences textbooks for the representation of nature of science (NOS). The analysis was framed by an analytical tool developed and validated by Abd-El-Khalick and a team of researchers in a large-scale study on the high school textbooks in the USA. The three textbooks were scored on targeted NOS aspects on a scale of ?3 to +3 that reflected the explicitness with which these aspects were addressed. The analysis revealed that the textbooks poorly depict NOS, and in particular, there was scant attention given to the social dimension of science, science versus pseudoscience and the ‘myth of the scientific method’. The findings of this study are incommensurate with the strong emphasis in a reformed school science curriculum that underlies the need for learners to understand the scientific enterprise, and how scientific knowledge develops. In view of this, the findings of this research reinforce the need for a review on the mandate given to textbook publishers and writers so that a stronger focus be placed on the development of materials that better represent the tenets of NOS.