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The image part with relationship ID rId7 was not found in the file. T: +27(0)51 401 9111 | [email protected] | www.ufs.ac.za LIASA CONFERENCE 2017 KEGOMODICWE PHUTHI MARIECHEN PRAEKELT
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LIASA CONFERENCE 2017
KEGOMODICWE PHUTHI MARIECHEN PRAEKELT
A University of the Free State Library Information Services Project Research Team: KEGOMODICWE PHUTHI ELMA VAN DER MERWE MARIECHEN PRAEKELT MARCUS MAPHILE LEE GOLIATH
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OVERVIEW OF PRESENTATION
• Introduction • What is a graded reader? • Problem, question, objectives • Results • Conclusions • Significance of the study • Way forward
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INTRODUCTION
• Low reading, comprehension and English proficiency levels of new entrants
• University of the Free State Literacy test – all first-year students
• Academic literacy Course (ALC) – compulsory for those who didn’t meet requirements
• Graded readers used in ALC – six proficiency levels
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WHAT IS A GRADED READER?
• A book of an original work written in simple language for language learners (Hill and Thomas, 1988, cited by Wan-a-rom 2012:51)
• Usually on different levels
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PROBLEM STATEMENT
• For improving service delivery, the UFS LIS needed relevant information on the adequacy of their book collections (the graded readers in this study) and related library services
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RESEARCH QUESTION
• What are the perceptions of undergraduate students in the Academic Literacy Course (the ‘users’) regarding the adequacy of the graded readers’ collection and related library services?
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AIM OF THE STUDY
• To investigate user satisfaction with the graded reader collection and related services in order to address possible shortcomings and enhance service delivery at the UFS LIS.
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OBJECTIVES
• Undertaking of a literature review
• Survey of users’ satisfaction
• Inventory of the collection of graded readers
• Formulation of an action plan for addressing possible
shortcomings
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• Action Research design • Cycles of plan – act – observe/evaluate – reflect • Mixed methods • Qualitative and qualitative
• Target group • Undergraduate students in the ALC
• Sampling • Purposive and Convenient
– ALC first-years completed questionnaires during class time. – 11 Students were targeted randomly, from 5 faculties – 46 completed questionnaires received – share preliminary results in this paper – will continue online after the conference – also focus group discussions to come
• Ethical Clearance • Ethical requirements adhered to
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RESEARCH DESIGN AND METHODOLOGY
Data Collection • Questionnaire
– open questions – closed questions
• Four- and three-point Likert scales • Focus group discussions to follow • Document analysis
– Inventory and other records https://www.google.co.za/search?hl=en&tbm=isch&source=hp&biw=1280&bih=879&q=research+methodology&oq=research+&gs_l=img.1.1.0l10.2282.5204.0.7787.11.11.0.0.0.0.288.1704.2-7.7.0.dummy_maps_web_fallback...0...1.1.64.img..4.7.1702.0...0.KURt6VO6jsA#imgrc=6iquRnmXpA-Y9M:
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QUESTIONNAIRE – ASPECTS COVERED
• Preferred Book Format – Hardcopy or e-book
• Graded reader collection –satisfaction with – Benefits
• Relevant library services
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STATISTICS
– Total book titles = 741 – No of students in the ALC = 2575
• Natural and agricultural sciences = 430 • Humanities = 1349 • Economic and Management Sciences = 472 • Law = 324
– Lending period = 1 week
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CURRENT READING LEVEL – 46 RESPONDENTS
PREFERRED BOOK FORMAT
ADEQUACY – GRADED READER COLLECTION
Aspect Satisfied Unsatisfied
5.1 The number of different titles on a level 41 - (89.1%) 5 - (10.9%)
5.2 The number of copies of a title 26 - (56.5%) 19 - (41.3%)
5.3 The condition of the books 22 - (47.8%) 21 - (45.7%)
5.4 The type of stories (what the book is about) 40 - (87%) 6 - (13%)
5.5 The language use in the books on your reading level 44 - (96%) 2 - (4%)
5.6 The benefits you get from reading the graded reader books 39 - (85%) 7 - (15%)
5.7 The loan period 31 - (67.3%) 13 - (28.2%)
5.8 Overall, how would you rate the graded reader book collection
35 - (76%) 11 - (24%)
ADEQUACY – GRADED READER COLLECTION
Aspect Satisfied Unsatisfied
5.1 The number of different titles on a level 41 - (89.1%) 5 - (10.9%)
5.2 The number of copies of a title 26 - (56.5%) 19 - (41.3%)
5.3 The condition of the books 22 - (47.8%) 21 - (45.7%)
5.4 The type of stories (what the book is about) 40 - (87%) 6 - (13%)
5.5 The language use in the books on your reading level 44 - (96%) 2 - (4%)
5.6 The benefits you get from reading the graded reader books 39 - (85%) 7 - (15%)
5.7 The loan period 31 - (67.3%) 13 - (28.2%)
5.8 Overall, how would you rate the graded reader book collection
35 - (76%) 11 - (24%)
“ Language easy, stories are short and interesting, help to improve language and reading skills”
“ Not enough books, the condition is bad, pages missing
RESULTS – LIBRARY SERVICE
Library Service
Good Average Poor
7.1 Willingness to assist you 27 - (58.7%) 13 - (28.3%) 5 - (10.9%)
7.2 Friendly service 27 - (58.7%) 16 - (34.8%) 2 - (4%)
7.3 Staff knowledge 33 - (71.7%) 11 - (23.9%) 1 - (2%)
7.4 Availability of computers with internet access 24 - (52.1%) 14 - (30.4%) 7 - (15.2%)
7.5 Availability of graded readers on shelves after being returned
8 - (17.4%) 15 - (32.6%) 22 - (47.8%)
RESULTS - LIBRARY SERVICE
Library Service
Good Average Poor
7.1 Willingness to assist you 27 - (58.7%) 13 - (28.3%) 5 - (10.9%)
7.2 Friendly service 27 - (58.7%) 16 - (34.8%) 2 - (4%)
7.3 Staff knowledge 33 - (71.7%) 11 - (23.9%) 1 - (2%)
7.4 Availability of computers with internet access 24 - (52.1%) 14 - (30.4%) 7 - (15.2%)
7.5 Availability of graded readers on shelves after being returned
8 - (17.4%) 15 - (32.6%) 22 - (47.8%)
Staff friendly and
willing to assist
Graded reader
books not shelved
regularly
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USER SUGGESTION
• These two quotes neatly summarise the implications of the preliminary findings
• “Get new copies and fix old books, more copies of specific titles, indicate levels more clearly, buy more ebooks.
• “Staff is friendly, book return on the shelves very poor, shelf more regularly”
PRELIMINARY CONCLUSIONS
• Generally, satisfaction with adequacy of graded readers and related services
Matters of concern : • Graded reader books in total not enough
– Also per title • Levels not clearly indicated • Condition of books • Short lending period • Return-to-shelf frequency • Relevant library services in general
– ‘Average’ not good enough
Other matters • Levels of books to be indicated in catalogue • Possibility of graded e-readers
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WAY FORWARD
• Awaiting further questionnaire responses – confirmation of findings needed
• Further investigation into shortcoming identified • also in focus groups • Finally: Drawing up of action plan for improvement
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SIGNIFICANCE OF THE STUDY
• Improvement in library services related to the graded readers’ • Sharing off new knowledge with LIS colleagues
– Also at conferences, in publications • Personal professional development.
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ACKNOWLEDGEMENT
• University of the Free State • University of the Free State Library Services • Professor Annette Wilkinson • Participants • Marike Potgieter (CTL)
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REFERENCES
• Creswell, J.W. 2013. Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.
• Har, S, & Preeti, M. 2015. Library Collection Assessment: A Case Study of Two Universities in the Region of Punjab, India Chinese Librarianship. An International Electronic Journal, 39, pp 52-69
• Khaiser, N, & Shivakumaraswamy, K. 2015. Adequacy of library collection and user satisfaction in Mysore Region Engineering College Libraries (MRELC) in Karnataka: a study. Journal of dvancements in Library Sciences, 2 (2), pp 25-31
• Khan, A, Ahmed, S, & Masrek, M. 2014. Scholars’ Satisfaction with Digital Library Collection and Gaps in the Provision of Effective Information Resources and Services: A Pakistani Perspective. Journal of Electronic Resources Librarianship, 26(4), pp 250-267
• Kitao et al .1990. Independent Reading in English--Use of Graded Readers in the Library English as a Second Language Corner. Reading in a Foreign Language, 6(2) pp 383-95
• Mairaj, M, & Naseer, M. 2013.Library services and user satisfaction in developing countries: a case study. Health Information & Libraries Journal, 30(4), pp 318-326
• Schmidt, K. 1996. Extensive Reading in English: Rationale and Possibilities for a Program at Shirayuri Gakuen. 24(2), pp 81-92,
• Van Wyk, A.2007. Extensive graded reading as a means of bridging the divide to the authentic academic text. SAJHE, 21(2), pp 346-359
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