SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION THAT HAS PASSED THE END DATE:

Bachelor of Library and Information Science Honours

SAQA QUAL ID	QUALIFICATION TITLE
110884	Bachelor of Library and Information Science Honours
ORIGINATOR
University of KwaZulu-Natal
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
-			HEQSF - Higher Education Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
National First Degree(Min 480)	Field 04 - Communication Studies and Language		Information Studies
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	120	Not Applicable	NQF Level 08	Regular-Provider-ELOAC
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Passed the End Date - Status was "Reregistered"		SAQA 091/21	2021-07-01	2023-06-30
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2024-06-30		2030-06-30

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.

This qualification replaces:

Qual ID	Qualification Title	Pre-2009 NQF Level	NQF Level	Min Credits	Replacement Status
72836	Bachelor of Library and Information Science Honours	Level 7	NQF Level 08	128	Complete

PURPOSE AND RATIONALE OF THE QUALIFICATION

Purpose:
The specific purpose of this qualification is to:

Further develop postgraduate learners by consolidating their first professional level knowledge and skills and enhancing specialist knowledge in the core sub-fields in library and information science.

Enable practitioners to realise a higher degree of sustained proficiency in both their professional training and scholarship at this postgraduate level in Library and Information Science.

Equip learners with more advanced knowledge and skills in planning, conducting, reporting and sharing research in Library and Information Science.

Produce competent practitioners who can address key social, political and economic issues related to Library and Information Science.

Rationale:
It is important to improve research capacity in this field in the country and therefore this qualification is necessary as an initial introduction to research. The qualification seeks to further develop practitioners and researchers in the field of Library and Information Science for South African and African contexts.

Many practitioners need to build on their first professional level education and learning knowledge and skills but lack the theoretical and methodological expertise to do so. This qualification offers consolidation of, and extends the first professional level, and takes the process of growing researchers a step further, thus preparing for the Master's level. Library and Information Science education has a crucial role to play in sustainable development initiatives, general education, access to information on citizenship and health, adult literacy programmes and social inclusion.

The qualification equips Library and Information Science practitioners to enhance their service and contribution to communities and to scholarship in research by building on their professional and research knowledge and skills.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
The institution accepts the principle underlying outcomes-based, source-based and life-long learning, in which considerations of articulation and mobility play a significant role, and subscribes to the view that Recognition of Prior Learning, whether acquired by formal education curricula at this or another institution or informally (by experience) is an indispensable element in deciding on admission to and awarding credits in an explicitly selected teaching-learning qualification of the institution.

A learner who falls outside of the formal qualifications system, but who can demonstrate (through the production of substantial and satisfactory evidence) experiential or Work-Based Learning or a non-formal qualification (or a combination), may be considered for admission and/or for the Recognition of Prior Learning for the achievement of the qualification in part or in full. A learner who after such assessment, is deemed to have sufficient potential, but is in need of further academic development, must be directed to other suitable learning qualifications prior to admission or to parallel qualifications after admission.

Entry Requirements:
The minimum entry requirement for this qualification is:

A cognate Bachelor's Degree, Level 7.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification consists of the following compulsory and elective modules at Level 8 totalling 128 Credits.

Compulsory Modules, 96 Credits:

Research Design, Methods and Analysis, 32 Credits.

Information Management, 32 Credits.

Bibliography, 32 Credits.

Elective Modules, 32 Credits (Choose one):

Knowledge Management, 32 Credits.

Web-based Information Systems, 32 Credits.

Records & Archives Management, 32 Credits.

Special Topics/Independent Study A, 32 Credits.

EXIT LEVEL OUTCOMES

1. Demonstrate a sound knowledge and critical understanding of Library and Information Science in general, and of the sub-field of information management.
2. Engage critically with knowledge in Library and Information Science.
3. Demonstrate contextualised understanding of Library and Information Science issues.
4. Conduct independent inquiry in a chosen sub-field of Library and Information Science and report findings in academically appropriate ways.
5. Act as leaders and as practitioners of Library and Information Science.

ASSOCIATED ASSESSMENT CRITERIA

Understand research design and the research process.

Understand the philosophy and ethics of doing social research.

Manage and access information as well as conduct a literature review.

Design and where applicable conduct applied quantitative or qualitative research.

Analyse, summarise, present and interpret qualitative and/quantitative data.

Be a critical reader of primary and secondary research.

Understand why records and archives are a strategic resource.

Collect, process, manage and disseminate recorded information irrespective of media.

Plan, prepare and implement records and archives management programmes.

Appraise records and archives.

Manage records centres and archives.

Explain the main components of records care programmes.

Design records and document management systems within Organisations.

Integrate records and documentation programmes into management systems of Organisations.

Show mastery and understanding of Internet-based applications.

Use Web authoring tools in site design and development.

Acquire presentation, analytical and critical thinking skills.

Demonstrate knowledge of the purpose, and components and technical requirements of Web-based information systems.

Show an understanding of the issues involved in developing and managing Web-based information systems.

Explain current challenges (and amelioration strategies) engendered by Internet and World Wide Web.

Plan, initiate and complete the development of Web-based applications.

Design, plan, carry out and report on an independent, ethically sound research project in a sub-field of the discipline that demonstrates research capabilities at this level.

Define the concepts of knowledge, information, and data and their relationship.

Define knowledge management and explain its relationship to information management.

Understand the key principles of knowledge management and their implications for organisations.

Know what the core processes of knowledge management are.

Know and apply the key elements required for implementing the processes of a KM system.

Understand the methodologies and techniques for implementing a KM system and its core processes.

Be aware of the factors that influence the implementation of core processes and key principles of KM.

Be familiar with and have a broad understanding of the following concepts: information management, knowledge management, Information Communication Technologies (ICTs), vocabulary control, bibliographic standards, and information storage and retrieval; and understand how these are applied in practice.

Understand the activities involved in information management and knowledge management and be able to indicate the differences between these two concepts; Be familiar with the Internet, the World Wide Web, their protocols, and related technologies, products and services.

Understand and appreciate the impact of the Internet and World Wide Web technologies on information communication, information management, knowledge management, and information storage and retrieval.

Be familiar with the components and understand the activities/processes involved in setting up / using a centralised or distributed information storage and retrieval system; Be familiar with the criteria for evaluating information storage and retrieval systems.

Be familiar with information storage/exchange standards and protocols; Identify and discuss the challenges (and their solutions) facing information management in organisations demonstrating an awareness of the African context.

Understand research design and the research process.

Understand the philosophy and ethics of doing social research.

Manage and access information as well as conduct a literature review.

Design and where applicable conduct applied quantitative or qualitative research.

Analyse, summarise, present and interpret qualitative and/quantitative data.

Become a critical reader of primary and secondary research.

Define the key concepts of bibliography.

Be aware of the key principles of bibliography and their application.

Know what the core processes of bibliography compilation are.

Know and apply the key elements required for the compilation of a bibliography.

Understand the methodologies and techniques for the compilation of a bibliography.

Be aware of the factors that influence the compilation of a useful and relevant bibliography.

Design, plan, carry out and report on, document and index an independent research project in the form of a bibliography in a sub-field of the discipline that demonstrates their research capabilities at this level.

Understand the activities involved in information management and knowledge management and be able to indicate the differences between these two concepts.

Be familiar with the Internet, the World Wide Web, their protocols, and related technologies, products and services.

Understand and appreciate the impact of the Internet and World Wide Web technologies on information communication, information management, knowledge management, and information storage and retrieval.

Be familiar with the components and understand the activities/processes involved in setting up/using a centralised or distributed information storage and retrieval system.

Be familiar with the criteria for evaluating information storage and retrieval systems.

Be familiar with information storage/exchange standards and protocols.

Identify and discuss the challenges (and their solutions) facing information management in organisations demonstrating an awareness of the African context.

Integrated Assessment:
Learning outcomes will be evaluated through a multi-modal approach to assessment that incorporates both formative and summative assessment. These approaches to assessment are designed to measure the different competencies of the learners. For example formative assessment includes written assignments, oral presentations, class discussions and research projects. Summative assessment comprises tests and examinations. The examinations are moderated by external examiners appointed according to their qualifications, expertise and experience and subject to the approval of the School of Social Sciences. These examiners will be provided with course content and examination scripts to establish the levels of competence of the learners. Assessment tasks are designed in such a way that there is congruence between learning outcomes, teaching strategies and assessment tasks. The role of assessment in teaching and learning is to assist in the achievement of the learning outcomes that the learners are expected to attain. While the curricula differ, the pedagogical learning objectives for some of the programmes are similar. Assessment of the taught component will be continuous in the form of, amongst others, independent research, written assignments, documentation and referencing skills, seminars, oral presentations and attendance and participation in discussions.

INTERNATIONAL COMPARABILITY

This qualification is comparable with similar qualifications offered in various higher education institutions internationally.

ARTICULATION OPTIONS

This qualification allows possibilities for both vertical and horizontal articulation.
Horizontal Articulation:

Bachelor of Arts Honours in Information Management, Level 8.

Bachelor of Commerce Honours in Information Studies, Level 8.

Vertical Articulation:

Master of Library and Information Studies, Level 9.

MODERATION OPTIONS

N/A

CRITERIA FOR THE REGISTRATION OF ASSESSORS

N/A

NOTES

N/A

LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION:

When qualifications are replaced, some (but not all) of their learning programmes are moved to the replacement qualifications. If a learning programme appears to be missing from here, please check the replaced qualification.

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PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION:

This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.

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