Welcome to the University of Zambia Online Research Repository

This service, being maintained by the University Library, increases the visibility of UNZA's research; help reach a worldwide audience through exposure to search engines such as Google and begins the process of digitally preserving the University's intellectual output.

For further details about this Institutional Repository and open access please see University library website .

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A library model for delivery of library and information services to distance learners at the university of Zambia.
(Zambia Journal of Distance Education, 2021) Kakana, Fabian; Makondo, Francina; Twaambo, Ellah; Imasiku, Inonge; Banda, Boniface; Mundende, Kasonde; Sichilima, Chipefwe; Muleya, Gistered; Simui, Francis; Namangala, Boniface
Although the University of Zambia (UNZA) has a strategic plan that advocates for the provision of both on and off campus learning, there is no clear model in use for the delivery of library services to distance learners. However, introducing a model for distance learners demands analyzing the many factors that need to be taken into account as the University of Zambia Library seeks ways of providing better library services including electronic library and information services. The objective of this study was to establish a suitable model of providing library and information services to UNZA distance learners. The specific objectives were to describe a profile of UNZA distance learners; explore the extent to which UNZA Library information resources and services meet the needs of distance learners; describe the information seeking behavior of distance learners; and propose a policy framework to guide the provision of library and information services to distance learners at UNZA. The study adopted a mixed method research. A semi-structured questionnaire with both closed and open ended questions was used to collect both quantitative and qualitative data from a sample of 351 respondents. The findings of this study reveal that distance learners at UNZA have very little library support available to them and mainly limited to conventional library and information services. In the light of these findings, a blended library support model is proposed to meet distance learners’ information needs.
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Circulation regulations and their effect on user return of books: the case of university of Zambia library
(International Journal of Library and Information Services, 2021) Banda, Boniface and Chewe, Pailet
The problem of delays in returning library books is common to all categories of library users at the University of Zambia. However, little is known about what causes the delay in returning the borrowed books. To address this gap, the authors investigated circulation policies at Zambia’s leading academic library. The objective was to establish the effect of library regulations on the return of library books. Using a survey method, the study targeted 90 full-time students who were randomly selected. Quantitative data were analyzed using the statistical package for social sciences while qualitative data were coded and analyzed thematically. The results revealed that circulation policies have an effect on returning the borrowed books by users. These findings provide a useful contribution to the dearth of literature on this subject and offer valuable information to inform future planning.
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The potential role of Zambian public libraries in actualizing the global climate change agenda
(Library Philosophy and Practice : Lincoln, 2021) Chewe, Pailet and Banda, Boniface
Globally, public libraries are considered key partners in the fight against climate change. Yet, little is known about the explicit contribution of Zambian public libraries in actualizing the global climate change agenda. To address this gap, the authors investigated the role of public libraries in the climate change agenda. The objective was to establish the role of public libraries in combating climate change and its impacts. Using a survey method, a purposive sample of 100 participants was targeted. Quantitative data were analyzed using the Statistical Package for Social Sciences while qualitative data were coded and analyzed thematically. The results revealed that majority (80%) of the participating libraries had no plans on how to combat climate change and its impacts and only 1 (1.6%) library was actively involved in climate change awareness campaigns. From this result it can be deduced that public libraries in Zambia were passive in the fight against climate change. Implicitly, the role of public libraries vis-à-vis the climate action agenda was insignificant. These findings would inform policy direction on how best to leverage public libraries in the actualization of SDG # 13.
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Social media mediated library services during coronavirus (COVID-19) pandemic lockdown: a case of university of Zambia library.
(Library Philosophy and Practice, 2022) Banda, Boniface and Chewe, Pailet
Between March and May 2020, Zambia was under a COVID-19 pandemic lockdown. Amidst this lockdown, libraries migrated most of their services online. This development resulted in an increased adoption of social media for delivering library services. However, little is known about the usefulness of social media for library service delivery at the University of Zambia during the lockdown. To address this gap, this study investigated how the library deployed social media to support the core business of its parent institution during the lockdown. Using a questionnaire, data was collected from 50 respondents. Quantitative data were analyzed using the statistical package for social sciences while qualitative data were coded and analyzed thematically. Results show that WhatsApp (100%) was the most popular tool followed by Facebook (98%). This study makes noteworthy practical contributions and valuable information to inform future planning.
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Information literacy levels among students in four selected higher education institutions in Lusaka.
(The University of Zambia, 2023) Daka, Kaoma L.; Mwila, Chitundu P.C.; Mwanachingwala, Thabiso M.; Mkulama, Abel C.
Information Literacy (IL) skills are vital in Higher Education, where students are expected to be critical thinkers and lifelong learners, particularly in today's digital age. This study sought to investigate IL among students in higher learning intuitions in Lusaka, Zambia. Its objectives were drawn from SCONUL's 7 Pillars of Information Literacy and included: finding out the students' ability to identify an information need; finding out how they defined the parameters of the information needed; es­ tablishing how they construct strategies far locating information; gauging the students' ability to effectively/efficiently access the information needed;finding out the students' ability to evaluate information; examining how well students organise informa­ tion professionally and finding out students' ability to apply the knowledge gained. A sample of 250 students was randomly selected from 2 universities and 2 colleges in Lusaka. Structured questionnaires, consisting Likert Scale statements as well as open- and closed-ended questions, were used to collect the data. Research findings revealed that students had difficulties in identifying their information needs; were more familiar with Google that other search tools; used convenient search strategies; used relevance as main evaluation criteria; had difficulties citing electronic sources; and presented information better verbally than in written format. The study concluded that while students showed some evidence of information Literacy, there was a serious need to introduce IL programs across learning programs in order to enhance students' IL proficiency. Further, it was recommended that Library orientation programs be re-designed far more effective IL instruction.