Browsing Faculty of Humanities by Subject "Gaborone"
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Haron, M. (Faculty of Theology, University of Stellenbosch, http://academic.sun.ac.za/tsv/Scriptura/scriptura.htm, NaN, 2006)[more][less]
Abstract: Southern Africa's Muslim minorities have been growing at a steady pace through procreation, conversion and migration. These Muslim communities have rooted and embedded themselves onto the Southern African soil and have contributed in varied ways to the respective countries where they reside and live. Apart from South Africa's well documented Muslim community, very little attention has been given by scholars to the Muslim communities in its neighbouring states. When one surveys the region, it becomes evident that nothing substantial has been written about the Muslims in Namibia, Swaziland and Lesotho except for a few popular journalistic articles, and that few attempts have been made by scholars to write about the Muslim communities in Zimbabwe, Mozambique and Botswana. This article will therefore try to look at the last mentioned country with specific focus on the Gaborone Muslim community. This article complements the academic studies that have been produced in 1989 and 1998/2000 respectively. This article mainly focuses itself upon the contemporary developments that have taken place in Botswana's capital city where most of the Muslims reside and work. It intends to pinpoint, describe and briefly analyse all the major role players and institutions that are around and that have contributed towards creating a unique Gaborone Muslim community. URI: http://hdl.handle.net/10311/150 Files in this item: 2
haron_gaborone_muslimcommunity2006.pdf (214.9Kb)license.txt (1.998Kb) -
Jorosi, B.N.; Isaac, G.G. (Sage Publications / http://www.sagepublications.com, NaN, 2008)[more][less]
Abstract: Information literacy skills are fast becoming a global priority as society moves into the digital environment. However, although the subject has generated a vast body of literature, it remains an underdeveloped domain in sub-Saharan Africa, with few scholars demonstrating a keen interest in, and focus on, the subject. This has unfortunately limited a fuller understanding of how information literacy is conceptualized and delivered in developing country contexts. The study reported here investigated the teaching of information literacy skills in selected Community Junior Secondary Schools (CJSS) in the city of Gaborone, Botswana. Data were gathered from a sample of 30 teacher-librarians via face-to-face in-depth interviews with the aid of a five-question interview schedule. The key findings of the study were: (1) respondents had varying interpretations of what constituted information literacy skills, (2) a variety of skills were taught under the rubric information literacy skills; (3) by and large, the teaching of information literacy skills was done by teacher-librarians and subject teachers, (4) the main approaches in teaching information literacy skills involved library orientation and the use of the English Language Period, and (5) respondents cited three challenges, namely, the absence of an enabling environment or an office dedicated to school libraries, an exam-oriented curriculum and shrinking financial resources. Several recommendations are made for both future research and the Ministry of Education in Botswana. URI: http://hdl.handle.net/10311/815 Files in this item: 1
Jorosi_ID_2008.pdf (1.420Mb)
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