AIS2603 May June Portfolio (ANSWERS) Semester 1 2026 - Due 18 May 2026

AIS2603 May June Portfolio (ANSWERS) Semester 1 2026 - Due 18 May 2026. Guaranteed distinction quality with trusted academic solutions, clear explanations, professional formatting, and reliable support... QUESTION 1 [25 MARKS] Scenario 1: Public libraries, community realities, and decolonisation In Ndlovu Village, a rural community in the Eastern Cape, a public library managed by the Eastern Cape Department of Sport, Recreation, Arts and Culture is seeing low visitor numbers. Inhabitants believe the library does not meet their needs. Most materials are outdated, primarily in English, and emphasise Western viewpoints, with minimal incorporation of African knowledge or local languages. Furthermore, individuals with disabilities encounter obstacles because of limited assistive technologies, whereas older users find language and digital literacy challenging. Meanwhile, youth tend to favour social media platforms over traditional library services. The recently appointed Director aims to make the library an inclusive, relevant, and community-focused knowledge centre by understanding user needs and supporting the decolonisation of library resources. Critically examine how she or he can transform public libraries to better serve these users. Your response should consider the following points: 1.1 Understanding users is crucial for delivering relevant information and creating effective services. (6) 1.2 Strategies to enhance fair access to resources for a diverse range of users, including those with disabilities. (7) 1.3 The significance of decolonisation in reshaping library collections and services. (6) 1.4 Practical solutions for overcoming challenges like limited resources and resistance to change. (6) [SCROLL TO THE NEXT PAGE] 5 QUESTION 2 [25 MARKS] Scenario 2: Passive vs Active Users in a Special Government Library The Limpopo Department of Rural Development and Land Reform has established a dedicated library and information centre to promote rural development. This library offers access to policy papers, agricultural data, land reform guidelines, research findings, and community development resources for government officials, extension agents, NGOs, and the public. However, an internal review uncovers a major obstacle in engaging users: (a) A small group of active users, mainly departmental officials, and a few NGO partners, regularly use the library to access policy documents, research reports, and data for planning and implementation. They actively seek information and consult librarians for specialised support. (b) In contrast, most intended beneficiaries, such as smallholder farmers, rural women, youth groups, and community leaders, are passive users. They rarely access the library and instead rely on informal knowledge systems, local networks, or outdated information. Many are unaware of the library's services or find the information too technical, unavailable in local languages, or irrelevant to their immediate needs. Additional barriers include: (i) Limited outreach by the library to rural communities (ii) Language and literacy challenges (iii) Lack of integration of indigenous knowledge systems (iv) Perceptions that the library primarily serves government officials rather than communities As a result, the department is concerned that critical information meant to support rural development is not reaching the people who need it most. The library manager has been tasked with transforming the library into a more inclusive, user-responsive knowledge hub that encourages active participation by all stakeholders. [SCROLL TO THE NEXT PAGE] 6 Discuss active and passive users in the described special library. Address the following: 2.1 The characteristics of passive and active users in this context. (5) 2.2 Factors contributing to passive user behaviour among rural communities. (7) 2.3 The importance of promoting active user engagement for rural development. (6) 2.4 Practical strategies the library can implement to transform passive users into active users. (7) QUESTION 3 [25 MARKS] Scenario 3: Age and Information Behaviour in a Public Library Kgotso Public Library, managed by the Northern Cape Department of Sport, Arts and Culture, is located in a remote rural area of the Northern Cape Province. It serves a small, scattered population including students, youth, farm workers, and seniors. Due to the area's vast distances and limited infrastructure, it is one of the few information access points, offering books, limited internet access, and government information on health, social services, and jobs. The library manager has noticed distinct ways different age groups interact with information. (i) Youth (18–35 years): Prefer mobile phones and social media for accessing information. They rarely visit the library unless they need free internet access. Many rely on quick, informal sources and often struggle to assess the reliability of information. (ii) Middle-aged users (36–59 years): Include farm workers and community members seeking employment, agricultural information, and government services. They use both print and digital resources but are constrained by time, transport, and limited digital skills. (iii) Elderly users (60+ years): Prefer face-to-face communication, radio, and printed materials. Many are not comfortable using computers and face language barriers, as most library resources are in English rather than local languages. [SCROLL TO THE NEXT PAGE] 7 Despite efforts to provide services, the library is struggling to meet the diverse needs of these age groups. Younger users are disengaged from traditional library services, while older users feel excluded due to increasing digitalisation. The lack of locally relevant and language-accessible resources further limits the effective use of information. The library manager has been tasked with improving service delivery by addressing agerelated differences in information behaviour and ensuring the library remains relevant, inclusive, and accessible to all community members. Critically discuss how age influences information behaviour in the context of the public library described above. In your answer, address the following: 3.1 How different age groups seek, access, and use information. (6) 3.2 Challenges experienced by each age group in accessing information. (7) 3.3 The implications of these differences for public library services in rural areas. (6) 3.4 Practical strategies the library can implement to meet the needs of all age groups. (6) QUESTION 4 [25 MARKS] SCENARIO: Children's Library Section The Children's Library Section of the Kwangu Public Library in Kenya serves younger children and teenagers aged 11–18, mainly providing storybooks and textbooks. As a newly appointed librarian trainee from Canada, you have noticed that adolescents in this public library are less interested in these materials, as they tend to ask more complex questions, compare sources, and prefer discussion and debate. Many rely on social media and struggle to evaluate information critically. They also feel that this section does not meet their needs. These behaviours reflect the formal operational stage described by Jean Piaget (1962). Provide a comprehensive evaluation of potential enhancements to the Children's Library Section to better support adolescents in the formal operational stage. [SCROLL TO THE NEXT PAGE] 8 Kindly include your analysis and recommendations by responding to the following prompts. 4.1 Examine how adolescents' cognitive growth impacts their information requirements and actions in this public library. (6) 4.2 Describe the challenges Kwangu Public Library adolescents face when using both library resources and social media. (12) 4.3 What strategies would you propose to improve services, resources, and spaces for adolescents? (7) SECTION B: Answer any TWO questions from this Section QUESTION 5 [25 MARKS] Using practical examples and referenced literature, discuss elements that are considered to select collections and content materials for the modern society in your community gallery, library, archive, and or museum. QUESTION 6 [25 MARKS] Different user profiles have different end-user expectations when interacting with collections. Confirm or disagree with this statement by discussing different kinds of information seekers' responses when exposed to the GLAM content. Ensure that you use practical examples and references that you have used to produce original responses. [SCROLL TO THE NEXT PAGE] 9 QUESTION 7 [25 MARKS] Discuss the essential factors to consider when selecting fiction and nonfiction content for adults. Provide a referenced response with an in-text citation from accredited literature to substantiate your answers.