Academic Libraries Support for E-learning: Initiatives and Opportunitiesthe case of University of Botswana Library.

Reason Baathuli Nfila nfilar@mopipi.ub.bw Tel. (267) 355 2300

Abstract: In 2007, the University of Botswana (UB) set up a Digital Scholarship Task Group whose terms of reference included, among others, making recommendations on future directions for the Universitys Library Services, eLearning, and e-Research in the digital environment as well as recommend specific actions for developing a unified digital academic environment for the period 2009-2015 and beyond. Among the recommendations made specifically for the Library, was that UB Library should acquire cutting edge technology relevant for digital scholarship services. UB Library has a role to support UBs Research Strategy and Learning & Teaching Policy, which is student or learner-centred with emphasis on active, creative and innovative learning that prepares students for the world of work and life-long learning. This paper points out that Digital Libraries provide technology based information resources and services to enable learners to access relevant information anywhere anytime, as well as provide empowerment for innovative and life-long learning. It also provides a clear relationship between e-learning, digital scholarship, and digital libraries and shows how digital libraries are linked to e-learning. The paper provides practical initiatives by UB Library, as well as opportunities to provide e-learning support to both academics and learners. Some of the initiatives include support to distance learning, digitization efforts, digital/Institutional repository services through the INNOVATIVE System, e-book service, e-reserves, integrated information literacy, learning common, multimedia resources, and electronic reference services. Key Words: Academic libraries, e-learning, University of Botswana, Digital libraries, Digital Scholarship Introduction Although the University of Botswana (UB) had come up with a strategic vision document Shaping Our Future to be a leading academic centre of excellence in Africa and the world it realized transformation that has taken place in academic work and the challenges posed by digital environment on academic learning, teaching, and research, as well as on other academic activities (TASK GROUP ON UB AND DIGITAL SCHOLARSHIP, March 2008). Further, the implementation of e-learning initiatives by the Educational Technology Unit under the Academic Development was moving slowly as it was not wholly embraced by the teaching staff. As a result, in 2007 UB set up a Digital Scholarship Task Group whose terms of reference included, among others, making recommendations on future directions for the Universitys Library Services, eLearning, and e-Research in the digital environment as well as recommend specific actions for developing a unified digital academic environment for the period 2009-2015 and beyond. Among the recommendations made specifically for the Library, was that UB Library should acquire cutting edge technology relevant for digital scholarship services (TASK GROUP ON UB AND DIGITAL SCHOLARSHIP, March 2008). Further, it recommended the Library to take up responsibility of digitization of special collections, carrying out user education of staff and students on use of resources, marketing of resources and services, and fast tracking availability of digital repositories through policy development. In February 2008 UB approved Learning & Teaching Policy and Research Strategy to provide guidance to all staff on the implementation of the learning and teaching processes (Learning and Teaching Policy, UB, 2008) and intensify research performance for the institution. Through this policy UB recognizes the fact that the world is a changing environment which requires the institution to provide relevant academic programmes of high quality that are based on innovative educational processes and the application of appropriate technologies (Learning and Teaching Policy, UB, 2008). The policy is student or learner centred with emphasis on creative and innovative learning that prepares students for the world of work and life-long learning by creating conducive learning environment that will enable students to apply information and communication technologies in their learning. Through this policy UB recognizes the need to increase

accessibility to tertiary education through distance learning by using communication technologies to link learners to remote resources for independent learning and instructional purposes. E-learning technologies that apply to on-campus students will also, equally benefit distance learners. During the same year, 2008 UB developed a research strategy that will result in Intensifying Research Performance and contribute to national research and innovation system (UNIVERSITY RESEARCH STRATEGY, 2008) through collaboration at national and international level. The aim of the research policy is to increase the number of research outputs by University staff, particularly in terms of publications in the scholarly literature (UNIVERSITY RESEARCH STRATEGY, 2008). It is the understanding of this policy that the establishment of the digital research repository will provide scholarly access, visibility and usability to the Universitys research output (UNIVERSITY RESEARCH STRATEGY, 2008). UB Library, as a support department that is regarded as a centre of academic learning, is committed to providing access to relevant information for leaning, teaching and research through application of communications technologies. The Library has a major role to play in support of learning and teaching policy, research strategy, digital scholarship, and e-learning. In this regard the Library should be seen as an integral partner in formulation of policies that directly affect learning, teaching, and research. An OCLC Task Force on e-learning (CARL, 2005) found out that there is no shared strategic approach to e-learning amongst university departments, even though they have similar interests in digital technologies initiatives. Background Information The UB Library was established in 1971, and it has since grown to include main library in Gaborone and branch libraries in Faculty of Engineering in Gaborone, Centre for Continuing Education (CCE) in Francistown, and Harry Oppenheimer Okavango Research Centre (HOORC) in Maun. The Library is organized along subject basis, with a team of subject librarians responsible for a cluster of subjects and liaises with respective academic departments to provide relevant information resources and services for learning, teaching, and research. The Library is serving a population of over 12000 students, including part-time and distance learners, with a projected growth of about 15,000 students by 2010 and 20,000 by 2020. UB Library serves seven faculties which include Business, Education, Engineering & Technology, Health Sciences, Humanities, Science, and Social Sciences. The faculty of Health Sciences is new having been established in 2007, to include School of Medicine, Nursing and Allied Health Science, and Environmental Health. Completion of the buildings is targeted for 2010. The Campus master plan includes development of HOORC into a full fledged campus. All these developments have implications for the Library in terms of providing adequate resources for learning and research. Digital Libraries and E-Learning Generally, e-learning has been integrated into university curricula by different faculties, while from the library side its integration was seen as an opportunity to integrate library resources and services in support of learning, teaching, research, and outreach. In the past years UB had made attempts to integrate e-learning with academic work. In order to speed up the application of communication technologies in e-learning UB came up with the Digital Scholarship report, the Learning &Teaching Policy, and Research strategy as an effort to guide implementation of this e-learning initiative. It is clear from research that Digital Scholarship and e-learning are related and integrated in technology managed environment. E-learning can effectively take place in a digital environment. According to Wang, 2004, e-learning denotes information and communications technology enhanced learning by delivering learning contents and activities via internet, intranet/extranet, audio/video, satellite broadcast, interactive TV, and CD-ROM Many authors agree with this definition and the fact that e-learning is blended traditional faceto-face teaching and learning that is combined with using communications technologies to enhance student focused and directed learning and teaching processes (Ojedokun, 2003; Akeroyd, 2004; Karim, (n.d.)) that support both life-long and distance learning. In defining e-learning CARL (2005) points out that e-learning encompasses research, learning and teaching in the digital environment where students have access to courses offered online with instruction and course materials, instructors notes, course topics, and discussion forums all of which are accessible online. Development of Digital Libraries is also linked to e-learning. Digital Libraries provide technology based information and services to enable learners to access relevant information and services anywhere anytime,

as well as provide empowerment for innovative and life-long learning. Krishnamurthy (2005) defines digital libraries as electronic libraries in which large number of geographically distributed users can access the contents of large and diverse repositories of electronic objects (networked text, images, maps, sounds, videos, catalogues, data sets). Academic libraries apply appropriate communication technologies to provide support to e-learning and e-research by providing seamless access to electronic resources and services. The range of electronic resources include online catalogues, databases, multimedia, online journals, digital repositories, electronic books, electronic archives, and online/electronic services (Barton, 2005; Lukasiewicz, 2007; Petegem and Branden, (n.d.)). The use of cutting edge technologies by academic libraries to provide access to resources and services in support of learning, teaching, and research has benefited both on-campus and part-time/distance learners. Both students and lecturers can undertake learning and research without being in the library. Digital Scholarship Task Group of UB defines digital scholarship as an integrated collaborative blended environment which embrace cutting-edge technologies in learning, research, teaching, professional, and administrative services. The focus of this definition is on application of communication technologies in supporting e-learning through collaborative partnership effort of academics, students, and support departments such as Library, Academic Development, and Administration. In such an environment support departments provide online and electronic services in support of learning, teaching, and research. It refers to collaboration amongst partners in a technology supported environment that allows integration of learning and teaching related knowledge, course content, information resources and services, and institutional services for flexible learning. According to Thomas (2007) Digital Scholarship is about applying digital technologies in scholarship of teaching and this refers to the way in which scholarship knowledge is produced and disseminated or displayed in a digital medium for the purpose of teaching or research. In this environment research output, knowledge, course content, lecture notes and other materials needed for learning are made available and accessible online, thus encouraging sharing of knowledge that can be used to improve student learning. From the IT side Digital Scholarship is understood as a networked campus environment that provides extensive access to digital resources through use of appropriate software, courseware and databases to enhance learning, teaching, research, and administrative services. The definitions of e-learning/digital scholarship and digital libraries indicate an inseparable link between elearning and digital libraries or electronic libraries. To a large extent both apply similar communication technologies to enhance learning, teaching and research. E-learning assumes a collaborative effort and integration of content, resources, and services in support of flexible learning and research. An academic library, faculty, and academic development department managing e-learning may use same technologies to facilitate learning and access to resources and services. It is quite understandable that an e-learning environment, which is collaboratively developed by IT, Library, Instructional Design, Administration, and faculty, can provide both students and faculty with sustainable infrastructure and seamless access to knowledge, course content, information resources and services, all from one integrated service point. For the purpose of this paper Digital Scholarship is all embracing and inclusive of e-learning and digital libraries or electronic libraries. E-learning support initiatives by UB Library EDDI Consultancy As early as 2000, UB Library and the Centre for Academic Development (CAD) took an initiative to integrate communication technologies in learning and teaching in order to achieve the University vision of leading academic centre of excellence in Africa and the world. This initiative was through the Education, Democracy, and Development Initiative (EDDI) Consultancy which recognized, among others, the Universitys vision of fostering student-centred, technologically advanced, collaborative learning and technology enhanced, and critical-thinking enabled life-long and distance learning. The Consultancy recommended an improvement in e-learning initiatives and turning the Library into a Learning Resource Centre, as well as integrating distance learning initiatives within the general University plan (Brown and Peterson, 2001). The Educational Technology unit of CAD was charged with providing leadership, vision, and implementation of e-learning initiatives. An e-Learning Support Centre was established to undertake training of academic staff in integrating educational technology into the curriculum to provide access to content. As part of its initiative, Educational Technology Unit constructed e-learning Smart classrooms, purchased video conferencing, and WebCT as an e-learning management system which include content, discussion facilities, bulletin boards, and assignment tools enabling flexible learning and teaching with students studying at their own pace. UB used blended approach in e-learning where by different traditional and digital methods and media are integrated in learning and teaching (Uys, 2001).

Research indicates that e-learning thrives in a collaborative environment which allows for integration of resources and services for the benefit of the learner. It was in this light that the EDDI Consultancy recommended harnessing administrative support, support from Ministry of Education, and UB e-learning (UBeL) team consisting of Centre for Academic Development (CAD), Centre for Continuing Education (CCE), Educational Technology (ET), Information Technology (IT), Geographical Information Systems (GIS) in Environmental Science, Institutional Research, and the Library to develop the e-learning initiatives (Brown and Peterson, 2001). This collaboration creates an integrative environment where faculty can easily find specific and relevant support from various partners. Although the various units of UB had a shared understanding of collaboration there has been no formalized or institutionalized collaboration, thus resulting in inconsistent partnership in service convergence. Faculty and support units worked independent of each other in delivering content and providing support resources and services. However, Faculty, Educational Technology, and Library used the same e-learning management system, the WebCT in providing support to learning, teaching and research. The Library made initiatives to deliver information literacy course content, class exercises, and assignments through WebCT. Other initiatives included providing resources and services through workstations, digitization, and Archiving of materials Learning Commons and e-Learning The idea of changing the UB Library into a Learning Resource Centre (LRC) was based on the Librarys vision to effectively and efficiently support e-learning within the University. The EDDI Consultancy had recommended integration of developments of the Library within the University e-learning design teams. Recommended developments included re-design and configuration of workspaces to facilitate collaborative learning activities, as well as create learning environment that accommodates individual and group learning. Such an environment places more emphasis on learning support for active learning rather than passive learning. According to Ojedokun (2003) the focus of LRC is on student learning, accessibility and flexibility, resource-based activities in an environment that allows group study, service of equipment, and training of users. Developing learning commons provides an opportunity for UB Library to proactively and actively integrate resources and services into e-learning. In order to implement the EDDI recommendation on LRC, in 2007 UB Library came up with a project plan on implementation of Learning Commons as a contribution to digital scholarship to enhance e-learning by having a plan that will create a one stop learning-teaching environment that integrate support from IT, Library, Educational Technology, Administrative, and Campus services to meet the needs of students and faculty. According to Jain (January 2008) learning commons brings in a service model, which converts multiple service points to a single service point in the close collaboration of various service partners, which include an IT help desk, reference desk, learning support services, academic services, research help, information literacy, writing services and subject experts. UB Library sees development of learning commons as an opportunity to integrate and increase access to library electronic resources, services, and information literacy training. Currently the design briefs and budget for a phased out plan of learning commons at UB Library has been completed, and configuration of spaces is targeted for 2009. Once implemented the learning commons is envisaged to bring faculty and all UB support units in close collaborative working relationship to support learning, teaching, and research. UB Library Automation (INNOVATIVE System) and e-Learning The University of Botswana Library was one of the first departments to automate its services. The vision of UB Librarys automation was to provide optimal and seamless access to library resources and services in support of learning, teaching, and research. Automation was done in 1999 through an integrated library system, using the INNOVATIVE system, to bring all resources from main library and branch libraries in seamless access to students and staff anywhere anytime where there is internet connectivity. From the online catalogue, which is available on individual desktops, customers can easily identify and locate available resources from their offices. Whereas, the online and public access catalogue (OPAC) is accessible to all, the challenge has been that of providing access to online journals and electronic databases to students and faculty outside campus and in remote locations. Electronic journals and databases resources are accessible only to students and staff within campus premises. This challenge is due to the fact that the University has not yet resolved authentication issues for remote access outside the institution. UB Library needs to take a proactive role to ensure access to all electronic resources irrespective of location, distance and time. In order to integrate its resources and services in learning, teaching, and research, the Library has provided hybrid resources (print & electronic) and services to accommodate the needs of both on-campus and distance learners, even though distance learners have benefited more from access to print than electronic.

UB Library has put a plan to increase the computer workstations to 800, to enable students to have access to information research, course work and assignments. Following EDDI Consultancy (Brown and Peterson, 2001) recommendation on utilization of spaces, UB Library installed information kiosk computers in seminar/study rooms and on the floors for quick and short information search, and also made provision for patron-owned computers to connect to the network in the Library. Currently UB is working on wireless network connectivity that will facilitate students and staff using their own laptops thus creating an environment of flexible learning. According to Moyo (2004) a move towards ownership of PC and laptops has implications for technology infrastructure that allows access to electronic resources and services. Through the online catalogue (Medupe) students and staff are able to access print and electronic resources organized according to subjects and course offerings by the departments. These resources are normally selected as a result of liaison between subject librarians and lecturers to identify relevant materials to support learning, teaching, and research. UB Library has also made relevant help information on how to use resources and services. This service is available from the Library web site to assist students and staff to access relevant information. The services available to all students and staff from remote access include: New acquisitions to indicate newly acquired materials per department View your patron record to see materials borrowed by an individual customer with an option to renew the borrowed materials without visiting the Library Request for materials that are borrowed by another customer. Upon return of the material, communication is then sent to the customer who made the request to come and borrow the material Customers can suggest additional items that the library should acquire based on their need. The request can be made online. Materials placed on reserve by lecturers for specific courses E-mail communication is provided through the system to enable a two way communication between customer and the Library Online charges and fines are made available to customers. Searching for Past Examination Papers by faculty, department and course numbers providing access to full-text

The UB Library online public access catalogue (OPAC) has been designed to bring all resources together in such a way that customers can access both print and electronic resources. OPAC is used as gateway to electronic information services by accessing links to electronic journals, free online and electronic resources, portals and other websites, and thus providing remote access that could benefit distance learners if issues of authentication are resolved. Mitchell and Watstein (2007) point out that e-learning management systems that facilitate learning, teaching and research, can provide opportunities for integration of library resources and services through linking of basic library information, resources, and services. UB Library provides information search strategies for the online catalogue and electronic databases enabling students and staff to find manageable and relevant information for learning, teaching, and research. From the UB Library side the Millennium modules provide management information in terms of ordered and received materials, as well as usage information on electronic resources and the collection. It is the role of subject librarians to share this information with lecturers as a way of supporting learning, teaching and research by making departments aware of what is available and how it is used. It is understandable that digital library services include the use of digital information for administrative purposes to monitor and manage usage of collections, databases, electronic resources (Karim and Dih (n.d.), and inter-library lending, and produce informative reports that can inform decision making related to learning, teaching, and research support. As a way of enhancing delivery of specific relevant information in support of learning, the Library made an initiative to develop subject specific portals to bring together, in one platform, all resources and services linked to course offerings by departments. The UB Library subject portals brought OPAC, online databases, and electronic resources, as well as lecture notes from the Internet to enable faculty to easily find resources. This is one way of making information resources and services readily available to faculty (CARL, 2005). Through the portals, departments receive current awareness services on conferences and other events. Murray (2003) points out that developing portals is one way by which libraries can avoid Google competition by providing one place through which students and lecturers can search and find relevant quality information. Portals provide an opportunity for the library to be visible and relevant to departments if students and lecturers can find relevant information through one place.

E-Book service CARL (2005) has suggested that it is important to put in place an e-learning strategy that allows faculty to find relevant resources and services that can be integrated in specific courses. It is the role of digital libraries to offer networked resources and services in various formats. The UB library provides information accessible from various formats, which include books, journals, microforms, videos, audio, electronic databases, electronic journals, and electronic books. UB Library currently has a collection of about 1208 e-books available from three platforms, which include netLibrary, MyiLibrary, and ECHO, as a means to provide faculty access to e-books in their relevant subjects. The size of e-book collection in UB library is still relatively small and has not yet covered all the subjects. The Library is yet to come up with a revised collection development policy to guide the purchase of e-books and loaning of content to other institutions through inter library lending service. UB Library has opted for perpetual access, which allows for future archiving, rather than annual access to selected titles. The Library has purchased single-user access at a time, but with a possibility of requesting multiple accesses depending on usage statistics of individual statistics or when a lecturer wants the material to be used in electronic reserve. The titles have been chosen by subject librarians in liaison with the faculty and based on curriculum analysis to determine relevant materials. UB Library has purchased the use of Bowker Book Analysis System (BBAS) for use in analyzing the collection to determine strengths, weaknesses, and core titles within each subject area. The advantage with e-books in e-learning support is that e-books provides searchable full-text content which can be easily integrated with the course content by way of providing links to relevant books, many of which may be cross referenced to other related resources. Further, e-books can solve the problem of e-reserve, especially copyright clearance, as full-text will be accessible to all anywhere anytime, provided issues of authentication for remote access are addressed. In order to adhere to metadata standards all the e-books purchased by UB Library come with MARC records with appropriate metadata. This enables e-book records to be integrated into the Millennium workflow for cataloguing to make them accessible from OPAC just like the rest of materials. E-Reserves and e-learning Reserve services provide course related resources or materials to support learning and teaching. The resources are placed on reserve by lecturers in consultation with subject librarians. For many years UB Library managed Print-Reserve by providing access to textbooks, book chapters, and articles. The challenge posed by print reserve has been that these materials are not accessible to distance and part-time learners from remote locations. The use of communication technologies by academic libraries has greatly transformed the way reserve services are managed. Web-based technologies currently being used by academic libraries have the capability of providing users with seamless access to integrated print and electronic resources, making such services available 24/7 from remote locations. As mentioned earlier, web-based technologies have the advantage of providing access to information in all formats, as well as bringing close collaboration amongst students, faculty, library, IT, academic development, and administrative services resulting in an integrated environment that supports learning, teaching, and research. In 2007 UB Library took an initiative to start electronic reserve to enhance delivery of information resources to students, including distance learners. The E-Reserve started small with a pilot which involved the following: Subject librarians were requested to liaise with their departments and request lecturers to submit materials they would like to place on reserve, preferably electronic copies. The Library went ahead to digitize all materials which were already placed on Reserve in the previous year. These were materials, particularly articles on local content, that lecturers wanted to be put back on reserve, but did not require copy-right clearance. Lecturers were also requested to grant permission to the Library to digitize publications they have authored. Where materials required copyright clearance the UB Library used SHERPA RoMEO website http://www.sherpa.ac.uk/romeo.php to check for those materials where publishers allow free access and linking without the need for copyright clearance. Such materials would be linked directly to electronic reserve. Payment was made for those materials where the publisher required payment to allow linking to electronic reserve. The challenge with regard to E-Reserve is that currently Botswana does not have a copyright clearance agent, and therefore there was a need to write to individual publishers to grant such permission. At the same time the Library had not come up with a budget and implementation plan for e-reserve.

In order to positively contribute to Digital Scholarship, UB Library needs to be proactive and take advantage of emerging technologies to fast-track development of electronic reserve to support the learning and teaching policy which puts more emphasis on student-centred and active learning. Electronic reserve has the advantage of increasing access to what would otherwise be scarce print resources (Dugdale, 1999) due to high demand of resources as a result of implementation of learner-centred policies and module based teaching. Close collaboration with faculty, students, IT, Educational Technology, Administration, and Library is needed in order to provide relevant efficient and effective resources and services that directly promote student-centred learning. According to Dugdale (1999) collaboration between faculty and library has the advantage of ensuring that students have access to relevant information for each module of the course. Technologies used for electronic reserves have capabilities of making access to teaching aids such as slides and videos, access to learning materials such as digitized and electronic resources, access to lecture notes, and access to assignments online. Such a collaborative environment has the advantage of integrating library resources and services directly into learning, teaching, and research as students are provided with one service point to access all resources and information they need irrespective of time and location. Assigned readings become available 24/7 (Weible, 2003) while assignments become readily accessible in electronic format. Furthermore, collaboration between faculty and library helps librarians to understand the focus of course modules so that resources purchased are relevant and directed to satisfying the information need of each module. In this collaborative environment, lecturers no longer become passive recipients of learning materials, but active participants in selecting and purchasing resources that meet students information needs. Electronic Reference service and e-learning Communications technologies have also transformed the way academic libraries provide reference services to students and faculty. The expectation and demand of users is for academic libraries to provide personalized assistance irrespective of location and time (Dollah and Singh (n.d.); Maharana and Panda (n.d.); Mardikian, 2007) because such assistance can be provided electronically without users being physically available in the library. Moyo (2007) point out that the 24/7 availability of the web has resulted in users expecting 24/7 online help at the time of need. Provision of electronic or digital reference services at UB Library have included accessibility of electronic resources through OPAC, e-mail communication and feedback form service. Students and lecturers can request for materials online through OPAC and receive email response when request material is available. Customers also receive e-mail communication regarding overdue materials. However, access to electronic journals and databases are not accessible to distance learners outside campus due to unresolved authentication issues. UB Library has provided a feedback form service through the Library web site from which students and faculty can ask questions, make suggestions and comments and receive feedback from the Library online. While this service is available it has not being utilized efficiently and effectively due lack of marketing of the service, and the fact that the Library has not employed a dedicated reference librarian. Reference information is provided by subject librarians in the evenings and weekends on rotational basis resulting in lack of accountability for effective delivery of service. Provision of electronic or digital reference services involves using networked technologies through which users can ask questions and receive answers online. The services generally include, among others, face-toface reference service, e-mail reference service, interactive reference service using chat technology, links to e-resources including free resources, frequently asked questions (FAQ), feedback form service, web form or query form service, question point service, videoconferencing, and collaborative reference service through library consortia (Maharana and Panda (n.d.)). Although UB Library may not provide all these service, the provision of web-based reference services to students and faculty of the University of Botswana provides another great opportunity to integrate information resources and services into Digital Scholarship or elearning. Mardikian (2007) has identified opportunities of providing electronic reference service in an academic library as including the following: Providing proactive service at point of need by being a roving reference librarian on the floor. Network users with specialists in other institutions for them to get relevant information including fulltext and multimedia. Providing information literacy over the networked environment using interactive tutorials. Developing interface to link users to access appropriate information resources on specific subjects. Develop expert systems to assist users with information retrieval and filtering based on need. Partnership with teaching and research whereby a librarian works within the faculty and together with individual lecturers consult with students on progress with assignments and research projects and provides relevant assistance.

Web-based reference service enables students and faculty to get seamless access to relevant resources on a 24/7 service. Reference service is customer focused as assistance is provided to individual seeking specific information to compete an assignment or research. As reference librarians provide reference service to students they begin to identify the need to provide training and advise on understanding information resources, their use, and how to select appropriate databases to search for information, hence the relationship between reference service and information literacy. It is important that provision of information literacy be part of the reference information services so that the training or instruction is linked to student information need. Collaboration in providing electronic reserve services can also be done at institutional level, where institutions within the same consortia work together to provide access to relevant resources and services in support of learning, teaching, and research. Such collaboration will eliminate duplication of effort where resources are already available. UB Library should consider discussing collaboration on implementation of electronic reserve with institutions within GAELIC, IUG, and SANLIC Consortia. e-Granary Digital Library and e-learning support to distance & & part-time learners Although the Learning and teaching policy of UB recognizes the need to increase accessibility to tertiary education through distance learning by using communication technologies to link learners to remote resources for independent learning and instructional purposes, the initiatives taken by Educational Technology, Centre for Continuing Education, and the Library leaves room for more to be done. Thomas (2007) explains that support to distance learners has been done through various modes of delivery such as print, WebCT, audio, and videoconferencing. Initiatives from the Library has been provision of mainly print resources, with a serious challenge on provision of remote access to electronic journals, electronic databases, and electronic books owing to unresolved issues of authentication and the lack of network connectivity in areas where distance learners are found. Most of these areas are rural environments without internet connectivity. As part of its initiative UB Library spearheaded negotiations and signed Memoranda of Understanding with stakeholders such as Ministry of Education to find accommodation in schools and technical colleges where relevant library resources can be provided for courses taken by distance learners. Currently, where such places are available students can only access print resources as internet connectivity does not exist. In an effort to provide remote access to library resources and services to distance and part-time learners on an equal basis with on-campus students, UB Library has taken an initiative to purchase e-Granary software as an information delivery system to target CCE rented premises at government schools and colleges where there is no access to internet. Through the e-Granary digital library internet-based and multimedia resources, such as videos, audio, e-books, e-journals, and electronic databases, will be extended to distance and part-time learners. The e-Granary digital library provides students with an opportunity of a true look-and-feel of Internet with capabilities to access digitized multimedia resources. Currently UB Library has piloted the system, and is awaiting purchase of servers for installation in identified various centres. Subject librarians are currently working with departments in identifying content for the e-Granary, and such content will definitely have to be relevant or linked to specific information needs of the learners. The implication for this is that information will have to be updated regularly and in consultation with the learners. UB Library will have to work in partnership with CCE lecturers to know their course content so that information resources and services can be integrated into the unique courses. Information Literacy and e-learning Academic institutions the world over are now recognizing the importance of developing life long learners. UB Library recognized its role in providing skills of learning-how-to-learn and life long learners over the years starting with orientation, bibliographic instruction to integrated information literacy. As a way of contributing to e-learning, UB Library started offering a credit bearing course on information literacy to all first year students. The course is offered as a component of the Computing and Information Literacy Fundamentals general education course (GEC) to provide students with skills of learning how to learn and for life-longlearning. Students studying this course are expected to first gain computing skills which are applicable, more especially, to finding relevant information on course work, assignments, and research. The information skills module generally covers the following topics: Understanding the concept of information, information resources, types of information sources Organization of information sources Using information access tools Evaluation of information sources (print, electronic, and Internet)

Ethical and legal use of information

Teaching of information literacy includes theory lectures, practical exercises on searching information in various databases and resources using various access tools, locating information, and evaluating information. Teaching also focuses ethical and legal use of information with emphases on how to avoid plagiarism, and copyright issues, and how to do proper citation or referencing of information used. Basically the greater part of the course is hands-on practice using different class exercises. The lecture notes, lab practicum or exercises, laboratory manuals, submission of assignments and marks are posted on WebCT. UB Library collaborated with Educational Technology unit to design and post information literacy content on WebCT to help students to learn how to learn. Information literacy exercises and manuals are meant to assist students to practice and learn at their own pace. In addition to offering information literacy at 1 year, UB Library offers course linked and needs specific nd information literacy to all students from 2 year and above. At this level UB Library made initiatives to integrate information literacy into course content as students engage in learning and research. The areas of integration include teaching topics on plagiarism, referencing or citation, followed by tutorials and manuals on information search strategy for print and electronic resources. Subject librarians work together with lecturers to identify assignments and research undertaken by students or lecturers and provide relevant training based on the need. Web based tutorials can reach many students, as well as lecturers. Using web based tutorials provides an opportunity to develop course-related tutorials that will enhance students learning. In order to enhance delivery of information literacy and e-learning, UB Library posted lecture notes, manuals, and laboratory exercises in WebCT to enable students an opportunity to learn at their own pace and apply the information skills in their learning and research. In 2007 UB reviewed the General Education Course, and in line with that review UB Library is currently working on reviewing its information literacy offering with a focus to move towards institutionalized integration of information literacy skills into the subject curriculum. This will involve integration into core courses, including research courses, that will be identified by departments and working together with the Library in the design and development of content, as well as assessment instruments. In their study of libraries and e-learning, CARL (2005) concluded that offering information skills was essential for the success of online learning and that a strategy need to be put in place for collaborative partnership of faculty, IT, Library, and instructional design departments if e-learning is to be sustained. Such a collaborative environment will enable a library to integrate its resources and services and reach out directly to faculty. The idea of integration of information literacy into the curriculum is derived from a common understanding that students tend to learn better when information skills are taught at the time of need when students are undertaking information research for an assignment or research project. Once information literacy is integrated it makes it possible to assess students understanding and use of information in problem solving and creating new knowledge, as well as the ethical use of information from various sources. Digitization initiatives and e-learning UB Archives UB Library is involved in a number of digitization projects which include Archives and Digital Repository (DR) or Institutional Repository (IR). Digitization at UB Library has been undertaken as one of the projects recommended by the EDDI preservation and Digitisation Consultancy of 2003. Digitisation is an initiative undertaken to achieve the UB Librarys vision of distributing access of local content and research materials to all students and faculty. The preservation and digitization Consultancy noted the need for access to archival and library materials, specifically the Harry Oppenheimer Okavango Research centre (HOORC) ecosystem collection, University Records collections, and local content materials as a way of enhancing access to research information. The Consultancy also noted the fact that digital collections have advantage over print by increasing seamless access irrespective of distance. The Consultancy requested UB to consider revising the legal deposit law specifically to enable collection of electronic copies of completed research output, including electronic theses as a cheaper way of digitization than converting paper to electronic format. Furthermore, the Consultancy recommended establishment of Copyright clearance office if digitization was to be speeded up. In order to implement digitization, UB Library established an Archive Unit which was given a mandate of being University Archives to archive all UB documents held at different departments (academic and administrative) for preservation and accessibility to researchers. However, before establishing an Archive
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unit, UB Library had undertaken some initiatives in digitization. These included digitization of past examination papers to enable electronic access previous examination papers organized by faculty, department, lecturer and course number. Periodicals contents pages service to academic staff was also digitised to provide lecturers with subject specific current awareness service on newly subscribed and sample copy journals. This provided information on recent articles published in a given subject area. The Archive Unit of UB Library identified different types of materials for digitization, which include the following (Jain, 2007): Selected academic and administrative documents A three stage digitisation project under the auspices of the BIOKOVANGO project that includes Peter Smith' s annotated maps, H.J. Heinz' colour slides and Richard Bell' s notebooks. Peter Smith and Heinz photo and slide collections featuring ecological and anthropological images. Incorporation of oral history/interview materials from HOORC archival sources in the Okavango indigenous knowledge repository Botswana Collection material in Maun which include selected Okavango and Ngamiland grey literature materials not included in the Smith collection, copies of Graham Childs manuscripts, and the Okavango Research group reprints. HOORC recently acquired materials from the collection of the late Richard Bell, an ecologist who worked for several years in the Okavango Delta. Dr Bells notebooks are also a candidate for digitisation. Botswana collection, which include original and unique material such as NIR subject files, theses, targeting popular themes such as education or HIV/AIDS, and valuable and rare material especially where there is only one copy. Private Archive Collections such as Tshekedi Khama Collection, Sheila Bagnalls letters and Bessie Head manuscript. UB Archives, which includes Senate minutes and papers, Council minutes and papers, and Photos of UB buildings, events, graduations and personalities.

The criteria for selecting materials for digitisation were based on the following (Jain, 2007)

Actual / potential high use material with poor accessibility Material which is difficult for researchers to handle and consult (whether in terms of physical fragility, size Unique copies / rare out of print material Material with vital information Material with intrinsic and extrinsic value value may come from individual items or from the collection. Additionally, administrative records (heritage and cultural) produced in bulk which do not require long term,
legal or on site retention of the original and / or which could be indexed electronically to improve access are sometimes selected for digitization. or format)

Copyright is an impediment to digitisation and therefore it is critical to understand copyright issues and plan for copyright clearance if digitisation has to be successful. Botswana does not have a copyright clearance house or agent and this has posed a serious challenge to digitisation efforts at UB. Digitisation initiatives started with those materials for which copyright clearance could be easily requested from individual authors, and materials for which copyright is not required. UB Library used SHERPA RoMEO website http://www.sherpa.ac.uk/romeo.php to identify those publications which do not require copyright clearance for linking through local website. Multimedia Resources and e-learning UB Library has a large collection of multimedia materials, which consist of audio, video, CD-ROM, microfilm, microfiche, and DVDs. Although these resources are purchased and their records integrated into Millennium system, their management poses a serious challenge, as all of them require special equipment for storage and accessing information. Currently the multimedia resources are loaned to students and faculty just like short-loan print materials, thus exposing them to damage. The resources are of no benefit to distance and part-time learners who may not even have the equipment and power to access information. Emerging communications technologies nowadays provide an opportunity to academic libraries to manage all their multimedia and electronic resources. The resources can be digitized to provide seamless access to

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information, images, pictures, and sound contained in these multimedia resources. Digitizing all multimedia resources at UB Library will open up a great opportunity to integrate its resources and services in learning, teaching, and research. Digitized resources will greatly enhance access to information anywhere anytime on a 24/7 service to students, including distance learners, and faculty. There are a number of emerging technologies such as Web 2.0, referred to as Library 2.0 and Podcasts or iPod that are being used by universities, particularly academic libraries to manage learning environments and learning content. These technologies can be used to distribute learning and research content, including multimedia content, making it available and accessible over distance and time. Web 2.0 technologies refer to web based technologies that provide interactive open access that allows users to remotely collaborate, create own content, edit, and share research, information, and knowledge presented in the form of audio or video (Manes, 2006; Craig, 2007; Oberhelman, 2007). Web 2.0 technologies can be used to encourage collaboration amongst students, faculty, and support departments in an academic institution. The technology allows students to actively participate in their learning by accessing and downloading relevant information, as well as discussing assignments and research projects with colleagues and lecturers through various facilities, which include among others, blogs, wikis as open web-pages, social networks, open source, video sharing, and tagging. One of the emerging technologies currently being exploited by universities to enhance e-learning, teaching and research, is podcasts technology, which allows posting of various files with audio and video content for sharing information and allowing downloading of such files to access information at students own learning pace and style (Barnes, 2007; Berk, Olsen, Atkinson and Comerford, 2007). Podcasts are used to create and disseminate relevant information resources and services directly to students, lecturers, and researchers over the web. According to Berk, et al. (2007) universities have taken advantage of the ease of production and use of Podcasts by recording course lectures, tutorials, course materials, and university news and events and posting them over the web for ease of access and use in learning and research. The use of Podcasts in support of e-learning has greatly improved communication and collaboration between students and lecturers and support departments by integrating g relevant information for learning, teaching, and research. The University of Botswana, particularly the UB Library has not yet taken advantage of Web 2.0 and podcasts technologies in support of e-learning. These technologies are appropriate for a student centred learning environment that emphasizes active learning, as clearly stated in the UB Learning and Teaching Policy. Availability of these technologies provides an opportunity for UB to use technologies that will allow collaborative learning, teaching, research, as well as provision of relevant resources and services can be easily integrated in Digital Scholarship. If integrated into Digital Scholarship Web 2.0 or Library 2.0 will allow collaboration amongst faculty, students, Library, IT, and Administration in support of learning and research. UB Library has an opportunity to use Podcasts to integrate information resources, services, information literacy tutorials, and marketing of library services. Areas in which UB Library could use Podcasts include the following: Marketing of resources and services Podcasts can be used in marketing local content and research collection such as Botswana collection directly to researchers. This will enable students, faculty, and researchers to be directly linked to materials they need for specific research. Marketing can also include news and events taking place within the University in general and the Library in particular. Library orientation and tours can also be run through Podcasts, thus reaching out to majority of students including distance learners. Reference service and Information literacy UB Library can use Podcasts for information literacy covering tutorials on information search strategies, plagiarism and proper way of referencing or citation, borrowing and renewal. Providing reference information in the library helps to identify students information needs to complete their assignments and research. Through the service reference librarians can identify specific training need to be provided to individual students. Reference librarians can also compile frequently asked questions (FAQ) which can be podcasted for the rest of the students.

If integrated in Digital Scholarship, Podcasting will provide a collaborative environment where students will be accorded opportunity to access information in various formats from multiple departments anywhere anytime using devices of their choice and learn at their own pace. Digital Repository OR Institutional Repository According to Akeroyd (2004) institutional repositories have been posited as a requirement for universities in order to preserve the intellectual record of the institution. Its role is to deposit publications or research

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output for ease of accessibility to researchers. It serves a multiple purpose of preservation, archiving, and dissemination of information for knowledge sharing amongst scholars. It is a digital research repository of the research output of an academic institution whose purpose is to enable researchers to publish their research and provide free access to information. It is used for management and dissemination of digital materials, which include among others, course notes, scholarly articles, multimedia items, images and local content publications. Many academic institutions nowadays use DSpace open source platform for accessing, managing, and preserving scholarly works. Institutions customize the DSpace system for management of their digital materials. Development of UBs institutional repository was initiated by an Institutional Repository team, consisting of IT, Library, and headed by the Office of Research and Development (ORD) in terms of policy formulation, procedures and guidelines on services to be offered, intellectual property and copyright issues, as well as self-archiving. The UB Library was mandated with the hosting of IR and development of digital content and metadata strategies for accessibility. In 2007 the team developed a working prototype known as the UBSpace http://kgotla:8080/dspace., with subject librarians being responsible for content. This was shared with departments and faculties to facilitate awareness and encourage lecturers to use the system for depositing their research output. Development of UBSpace is one of the strategic initiatives by the Library to contribute to the achievement of building quality research and increase the number of research outputs by University staff through enhanced collaborative research. The success implementation of UBSpace as an institutionary repository will positively contribute to digital scholarship in terms of increased availability and accessibility of research publications in different disciplines and research areas. Conclusion and Recommendations UB Library has made some proactive initiatives in support of Digital Scholarship or e-learning using emerging cutting-edge technologies to provide access to print and electronic resources and services. However more remains to be done as emerging technologies provide great opportunities for UB Library to integrate its resources and services into learning, teaching and research. UB Library should move fast to exploit available cutting edge technologies to implement electronic reference service and digitize multimedia resources. Digital Scholarship is generally seen as application of emerging communication technologies in a collaborative environment in support of learning, teaching, and research. Collaboration brings all partners such as faculty, IT, instructional designers, administration, and library to support student-centred and active learning. In this view Digital Scholarship concept should be seen as embracing support provided by all departments within a given institution. In Digital Scholarship environment faculty and students are provided with seamless access to electronic information resources and services from various support departments. Successful implementation of Digital Scholarship, in an academic institution, requires development of a digital scholarship strategy that will formalize partnership between faculty and all support departments. Through the strategy the role of each department in support of Digital Scholarship, will be clearly defined. References 1. Akeroyd, John (2005). Information management and e-learning: some perspectives. Aslib Proceedings: New Information Perspectives, 57( 2), 157-167 2. Barnes, Newkirk (2007). Using Podcasts to promote Government documents collections. Library Hi Tech, 25 ( 2), 220-230 3. Barton, Jane (2005). Digital librarians: boundary riders on the storm. Library Review, 55 (2), 85-90 4. Berk, Jaya, et al (2007). Innovation in a podshell: bringing information literacy into the world of podcasting. The Electronic Library, 25 (4), 409-419 5. Brown, Gary and Peterson, Nils (2001). E-learning, the Library Learning Centre-Spaces &strategies: Report to the University of Botswana, EDDI Consultancy. 1-23 6. CARL (2005). Libraries and E-Learning: final report of the CARL e-learning working group. Retrieved from http://www.carl-abrc.ca/projects/e learning/e learning-e.html

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7. Collier, Mel (2006). Strategic change in higher education libraries with the advent of the digital library during the fourth decade of Program. Program: electronic library and information systems, 40(4), 334-345 8. Craig, Emory M. (2007). Changing paradigms: managed learning environments and Web 2.0. Campus Wide Information Systems, 24 (3), 152-161 9. Dollah, Wan Ab. Kadir Wan and Singh, Diljit (n.d.). Digital reference services in academic libraries. Retrieved from http://www.lib.usm.my/elmuequip/conference/Documents/ICOL%202005%20Paper%207%20Wan%20Abdul%20Kadir% 20&%20Diljit%20Singh.pdf 10. Dugdale, Christine (1999). Managing electronic reserves: New opportunities and new roles for academic librarians. Librarian Career Development, 7(12), 1-7 http://www.emeraldinsight.com 11. Franken, Saskia, Savenije, Bas and Smith, Jenniffer (2007). Utrecht University Repository: the evolution of the Igitur archive a case-study. OCLC Systems and Services, 23(3), 269-277 12. Jain, Priti (2008). University of Botswana and Digital Scholarship: Library report to Digital Scholarship Task Group. 13. Karim, Haji Awang and Dih, Lim Bann (n.d.). Uniting e-libraries and e-learning: challenges and opportunities for VILIS BRUNEI. Retrieved from http://www.lib.usm.my/elmuequip/conference/Documents/ICOL%202005%20Paper%205%20Awang%20Suhaimi%20& %20Lim%20Bann%20Dih.pdf 14. Kesse, Erich (2003). Preservation and Digitisation Consultancy as part of the EDDI Project: Interim report to the Vice Chancellor of the University of Botswana. 1-12 15. Krishnamurthy, M (2005). Digital library services at the Indian Statistical Institute. The Electronic Library, 23 (2), 200-203 16. Lukasiewicz, Adrianna (2007). Exploring the role of digital academic libraries: changing student needs demand innovative service approach. Library Review, 56 (9), 821-827 17. Maharana, Bulu and Panda, K. C. (n.d.). Virtual reference services in academic libraries: a case study of the libraries of IIMs and IITs in India. 1-14. Retrieved from http://eprints.rclis.org/9358/1/virtual_reference_service.pdf 18. Maness, Jack M. (2006). Library 2.0 theory: Web 2.0 and its implications for libraries. Webology Vol. 3, No. 2, pp. 1-14. Retrieved from http://www.webology.ir/2006/v3n2/a25.html 19. Mardikian, Jackie and Kesselman, Martin (2007). Beyond the desk: enhanced reference staffing for the electronic library. Emerald Backfiles. Retrieved from http://www.emeraldinsight.com/Insight/viewPDF.jsp?contentType=Article&Filename=html/Output/ Published/EmeraldFullTextArticle/Pdf/2400230102.pdf 20. Mitchell, Eleanor and Watstein, Sarah Barbara (2007). The places where students and scholars work, collaborate, share and plan: endless possibilities for us. Reference Services Review, 35 (4), 521-524 21. Moyo, Lesley M. (2004). Electronic libraries and the emergence of new service paradigms. The Electronic Library, 22 (3), 220-230 22. Murray, Robin (2003). Information portals: casting a new light on learning for universities. Campus-Wide Information Systems, 20(4), 146-151 23. Oberhelman, David D. (2007). Coming to terms with Web 2.0. Reference Reviews, 21(7), 5-6 24. Ojedokun, Ayoku A. (2003). Transforming the library into a teaching-learning laboratory: the case of University of Botswana Library. Campus-Wide Information Systems, 20 (1), 25-31

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25. Parkes, David (2007). E-books from ebrary at Staffordshire University: a case study. Program: electronic library and information systems, 41(3), 253-261 26. Patalong, Sally (2003). Using the virtual learning environment WebCT to enhance information skills teaching at Coventry University. Library Review, 52(3), 103-110 27. Petegem , Wim Van and Branden, Jef Van den (n.d.). E-learning and digital libraries: how to link science with information in a networked society. Retrieved from http://209.85.129.132/search?q=cache:VJS53diQo4YJ:igiturarchive.library.uu.nl/DARLIN/2005-0130-130727/Vanpetegem-edited.doc+Elearning+and+digital+libraries:+how+to+link+science+with+information+in+a+networked+ society.&hl=en&ct=clnk&cd=2 28. Taha, Ahmed (2006). Networked e-information services to support the e-learning process at UAE University. The Electronic Library, 25(3), 349-362 29. TASK GROUP ON UB AND DIGITAL SCHOLARSHIP (March, 2008). FINAL REPORT Of The Digital Scholarship Task Group 30. Thomas, P. Y. (2007). Facing the challenges of emerging technologies and pedagogies: future directions. 1-14 31. Uys, Philip M. (2001). eLearning at the University of Botswana: a bi-annual reflection on progress. Special Edition on Educational Technology, 5-21 . 32. University of Botswana (2008). Learning and Teaching Policy. 1-8. 33. University of Botswana (2008). University Research Strategy. 1-12. 34. Wang, Mei-Yu and Hwang, Ming-Jiu (2004). The e-learning library: only a warehouse of learning resources. The Electronic Library, 22(5), 408-415 35. Web 2.0 Wikipedia, the free encyclopedia. Retrieved from http://en.wikipedia.org/wiki/Web_2.0 36. Weible, Cherie L. (2003). Electronic reserves: a centralized approach to the scanning process. Journal of Interlibrary Loan, Document Delivery & Information Supply, 13 (3), 105-112 37. Yi, Hua (2005). Library instruction goes online: an inevitable trend. Library Review, 54 (1), 47-58

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