Keywords
Cultural diversity; decolonisation; indigenous languages; information literacy, library services; University of Johannesburg
Description
For a long time, library guides (LibGuides) have been essential resources for linking students with information related to faculty, specific subjects, and coursework. However, the scope of LibGuides has expanded significantly in contemporary library practices. They now include a wide variety of resources, such as guides on particular library products, platforms, resources, instructional materials, and 'how-to' guides. These enhanced features demonstrate the changing requirements of library users as they navigate a more complicated academic environment. In 2016, the University of Johannesburg launched an online course on information literacy using the SpringShare LibGuide platform, which was highly successful. Originally created in English, the university's primary language of instruction, the course garnered considerable interest. Subsequently, due to its effectiveness, eight faculty departments within the university mandated the course for their students, underscoring its importance and widespread adoption across various academic disciplines. A 2022 study on the university's student demographic found that, in addition to English, isiZulu and Sepedi were the second and third most frequently spoken home languages among students, respectively (Division for Institutional Planning, Evaluation and Monitoring, 2022) (Dipem). The library therefore saw a need to translate the English online information literacy course, using the SpringShare LibGuide platform into isiZulu and Sepedi. In a world where AI prevails, it is crucial to integrate diversity into libraries and library guides for various reasons. Making library resources available in indigenous languages increases accessibility for a broader audience, including those who may lack proficiency in English. This guarantees that all students, no matter their language background, can completely make use of library resources and services. Providing resources in indigenous languages recognises and honours the cultural diversity present among the student body (Thorpe & Galassi, 2014). It fosters a feeling of belonging and inclusion for students who might feel marginalised or underrepresented in academic environments that are predominantly composed of English-language resources(Thorpe & Galassi, 2014). In addition, language may hinder educational equity (Chugani Molina, 2022). By actively integrating various languages into library services, libraries foster a more equitable learning atmosphere where all students possess equal chances to thrive, irrespective of their linguistic heritage. This research explored case studies, research results, and literature reviews to examine the importance of incorporating diversity within library services, while also improving students' information literacy skills in their first languages. Research findings indicate that recognising the conventional Western academic methods of producing and sharing knowledge can further marginalise individuals who are already disadvantaged. As a result, the study examined strategies for implementing a decolonising approach to help students effectively navigate information literacy.
Decolonising Information Literacy: Diversity Integration for Empowering Minority Groups
For a long time, library guides (LibGuides) have been essential resources for linking students with information related to faculty, specific subjects, and coursework. However, the scope of LibGuides has expanded significantly in contemporary library practices. They now include a wide variety of resources, such as guides on particular library products, platforms, resources, instructional materials, and 'how-to' guides. These enhanced features demonstrate the changing requirements of library users as they navigate a more complicated academic environment. In 2016, the University of Johannesburg launched an online course on information literacy using the SpringShare LibGuide platform, which was highly successful. Originally created in English, the university's primary language of instruction, the course garnered considerable interest. Subsequently, due to its effectiveness, eight faculty departments within the university mandated the course for their students, underscoring its importance and widespread adoption across various academic disciplines. A 2022 study on the university's student demographic found that, in addition to English, isiZulu and Sepedi were the second and third most frequently spoken home languages among students, respectively (Division for Institutional Planning, Evaluation and Monitoring, 2022) (Dipem). The library therefore saw a need to translate the English online information literacy course, using the SpringShare LibGuide platform into isiZulu and Sepedi. In a world where AI prevails, it is crucial to integrate diversity into libraries and library guides for various reasons. Making library resources available in indigenous languages increases accessibility for a broader audience, including those who may lack proficiency in English. This guarantees that all students, no matter their language background, can completely make use of library resources and services. Providing resources in indigenous languages recognises and honours the cultural diversity present among the student body (Thorpe & Galassi, 2014). It fosters a feeling of belonging and inclusion for students who might feel marginalised or underrepresented in academic environments that are predominantly composed of English-language resources(Thorpe & Galassi, 2014). In addition, language may hinder educational equity (Chugani Molina, 2022). By actively integrating various languages into library services, libraries foster a more equitable learning atmosphere where all students possess equal chances to thrive, irrespective of their linguistic heritage. This research explored case studies, research results, and literature reviews to examine the importance of incorporating diversity within library services, while also improving students' information literacy skills in their first languages. Research findings indicate that recognising the conventional Western academic methods of producing and sharing knowledge can further marginalise individuals who are already disadvantaged. As a result, the study examined strategies for implementing a decolonising approach to help students effectively navigate information literacy.