Africa Chapter: PhD in 3 Minutes

Event: PhD in 3 Minutes Presentations: Showcasing the Chapters PhD/Doctoral research.

Time: 29 May 2026 09:00 AM - 10:30- AM (EDT) / 15:00 – 16:30 CAT
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PhD Presentations Details Below:

ADOPTION OF ARTIFICIAL INTELLIGENT RECOMMENDER SYSTEMS TO ENHANCE USER EXPERIENCES IN CENTRAL AND WESTERN ZONE COLLEGES OF EDUCATION LIBRARIES IN GHANA

Author (1): Ronald Andoh-Kwaw, University of South Africa

Abstract: College of Education (CoE) libraries in Ghana's Central and Western (CENWEST) zone continue to rely on outdated manual cataloguing and traditional resource recommendation practices that impede effective information retrieval, exacerbate information overload, and limit user engagement. Despite growing global evidence that Artificial Intelligence Recommender Systems (AIRS) are transforming academic library services, no empirical framework exists for their adoption in Ghanaian CoE libraries, a critical gap this study addresses. Firmly situated within Information Science, this research examines how AIRS adoption can improve user experiences across the seven public CENWEST CoEs. It engages core Information Science concerns such as information retrieval, user-centred service design, digital transformation, and library management and responds to calls for contextualised AI frameworks in sub-Saharan African library settings. The study makes an original contribution by developing the first empirically grounded framework for AIRS adoption in Ghanaian CoE libraries, addressing under-researched dimensions of user perception, system usability, digital infrastructure, and user skills within a Fifth Industrial Revolution context. Methodologically, the study adopts a pragmatic paradigm and convergent mixed-methods design, collecting quantitative data through structured questionnaires from 370 students and 175 tutors, and qualitative data via semi-structured interviews and observations with seven head librarians. Parallel sampling ensures independent, bias-minimised data streams. SPSS and Atlas.ti are employed for quantitative and thematic analysis, respectively, ensuring rigour, validity, and transferability of findings.

Keywords: Artificial Intelligent Recommender Systems; User Experience; Colleges of Education; Information Retrieval; Digital Transformation; Ghana

USER PERCEPTIONS OF REMOTE ACCESS SYSTEMS IN GHANAIAN PUBLIC UNIVERSITY LIBRARIES

Author (2): Benedicta Krampah Akoto Bitherman, University of South Africa

Abstract: This study investigates user perceptions of Remote Access Systems (RAS) in selected public university libraries in Ghana, where adoption has consistently increased to facilitate anytime, anywhere access to electronic resources within a digital learning setting. Notwithstanding this growth, there is a scarcity of empirical research regarding user perceptions of these systems in the Ghanaian context, underscoring a significant knowledge deficit. The study evaluates constructs such as information quality, system quality, service quality, intention to use, user satisfaction, and net benefits, following the DeLone and McLean Information Systems Success Model. The study is grounded in a pragmatic research paradigm, utilising a mixed-methods approach with an explanatory sequential design. Quantitative data are gathered using structured questionnaires, whereas qualitative insights are acquired through semi-structured interviews with students, lecturers, e-resources librarians, and systems librarians from three public universities. Stratified and purposive sampling methods are employed to guarantee representative participation, with a total sample size of 385 respondents. Quantitative data are analysed with SPSS, whereas qualitative data undergo thematic analysis via ATLAS.ti, ensuring validity through triangulation and member checking. The study seeks to identify factors that influence RAS usage and perceptions, along with challenges that hinder effective accessibility. The significance includes bridging a contextual research gap, enhancing library service delivery, and guiding policy and decision-making. The primary contribution is the development of a pragmatic RAS awareness programme aimed at improving user knowledge, digital/information literacy, satisfaction, and the general advantages obtained from remote library services.

Keywords: Perception; Remote Access Systems; Accessibility; Academic libraries; Public universities.

CRITICAL WORKPLACE INFORMATION LITERACY FRAMEWORK FOR KNOWLEDGE WORKERS IN PUBLIC SERVICE: A CASE OF SELECTED GOVERNMENT MINISTRIES IN NAMIBIA

Author (3): Martin Hipangwa, University of Cape Town

Abstract: Workplace information literacy (WIL) plays a vital role in enabling the workforce to achieve organisational goals and objectives in a highly globalised and post-digital world, yet there remains a limited record of comprehensive WIL upskilling and reskilling efforts. This is especially true in developing a relevant, contextualised framework to guide such practices in Sub-Saharan Africa and, more specifically, in Namibian government ministries. Therefore, the problem this study aims to investigate is the absence of a contextualised and comprehensive WIL framework in Namibia, which is crucial for the 21st-century workforce to fully realise government objectives. Using Social Practice Theory (SPT) and the social constructivism paradigm, the findings and insights from this study will contribute toward developing a critical WIL framework for selected government ministries, supporting WIL development in 21st-century workplaces. The study will adopt an exploratory sequential mixed methods approach within a multiple case study design, employing a two-phase strategy. Initially, the researcher will explore qualitative data through semi-structured interviews and analytic autoethnography, followed by developing a feature to be tested in a subsequent quantitative phase using a questionnaire survey. Ultimately, the study aims to create a framework for critical WIL in Namibian public institutions, aligning with the country's progress towards Vision 2030 and 2063. It also underscores the evolving role of libraries in reskilling the workforce for a globalised workplace. Given the importance of WIL, Namibian government ministries currently lack a formalised WIL framework embedded in their daily operations to effectively operate in a post-digital workplace.

Keywords: Information literacy; workplace information literacy skills; social practice theory; public service.

ADOPTION OF GREEN LIBRARY PRACTICES FOR ENVIRONMENTAL SUSTAINABILITY AMONG SELECTED TVET LIBRARIES IN KENYA

Author (5): Naomy Mwaurah, Kenyatta University

Abstract: Environmental sustainability is a global priority, prompting libraries to adopt green practices to minimize ecological footprints. The International Federation of Library Associations (IFLA) leads this via the Green Library Award, recognizing global leaders like China's Shenzhen Yantian Library. In Africa, libraries in Ghana, South Africa, and Nigeria are increasingly integrating eco-friendly operations. Technical and Vocational Education and Training (TVET) libraries are now following suit to support national sustainability goals and equip students for a green workforce. In Kenya, the extent of green practice adoption in TVET libraries remains undocumented. This research gap hinders the development of environmentally conscious graduates. This study investigates current barriers and opportunities in selected Kenyan TVET libraries to inform policy and enhance stewardship. The study aims to: 1) Assess awareness among staff; 2) Evaluate current practices; 3) Examine hindrances/enablers; and 4) Identify perceived benefits. Guided by the Triple Bottom Line and Green Library Theory, the research employs a descriptive design. Data collection includes interviews with head librarians from the Kenya Libraries and Information Services Consortium (KLISC), staff surveys, and physical site observations to document active green practices.

TECHNOLOGICAL INFRASTRUCTURE, TRAINING, LITERACY AND ARTIFICIAL INTELLIGENCE INTEGRATION IN UNIVERISITY LIBRARIES IN LAGOS AND OGUN STATES, NIGERIA

Author (4):Temitope Oluwabunmi Mabawonku, Babcock University

Abstract: Artificial intelligence (AI) is transforming library services through tools such as intelligent search, automated cataloguing, and personalised user support. However, its integration in many university libraries in Lagos and Ogun States, Nigeria remains limited, resulting in inefficient service delivery and reduced capacity for innovation. This study investigates how technological infrastructure, training, and technological literacy influence AI integration in university libraries. A survey research design was adopted, involving 385 librarians and library officers across 27 university libraries, with an 82.3% response rate. Data were analysed using descriptive and inferential statistics. Findings reveal that technological infrastructure, training, and literacy jointly have a significant influence on AI integration. Libraries with better access to reliable infrastructure, consistent training opportunities, and higher levels of technological literacy among staff demonstrate greater progress in adopting AI. However, many libraries remain at the early stages of AI implementation due to insufficient technological infrastructure, limited training, and varying levels of technological literacy among library personnel. The study concludes that strengthening infrastructure, investing in continuous professional training, and improving technological literacy are critical to advancing AI integration in university libraries. Enhancing these factors will enable libraries to deliver more efficient, innovative, and user-centred services. This research provides practical insights for improving AI readiness and supports the transformation of academic libraries in developing contexts.