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Mixed methods research combines qualitative and quantitative research approaches to describe multiple realities. After identifying a research problem and concluding that it can be comprehensively addressed by collecting quantitative and qualitative data concurrently or in phases, a researcher may choose to either use simple or advanced mixed methods designs. Studies have demonstrated that mixed methods research is not commonplace in library and information science research. The two-eyed seeing principles are given as an example of how indigenous theories and knowledge systems can be combined with Anglo-Saxon philosophical assumptions that dominate the mixed methods research movement to facilitate the production of knowledge that is contextually relevant and useful to the indigenous environment.

By drawing on the nuances in methodological research literature, this qualitative content analysis study investigated the research procedures employed in knowledge management (KM) research between 2009 and 2014, to gain an understanding of the methodological choices made by KM researchers. In total, 989 articles published in five leading KM-centric journals were reviewed. The results revealed that KM research utilised a variety of research procedures. The predominance of positivist epistemologies varied across the five journals, but mixed methods research was not prevalent. True to the interpretivist presuppositions of this study, these results are not definitive. Deploying multi-methods may result in a deeper understanding of the use of research procedures in the field. The value of this study lies in the fact that it will lead to greater knowledge of research methodologies in the subject field and provide a baseline for future studies that have an interest in reflecting on context-specific methodological practices.

There is need to re-examine the inclusion or exclusion of indigenous knowledge (IK) in the university curriculum in sub Saharan Africa (SSA). Western scientific knowledge on which the university curriculum in SSA is mainly based has proved to be inadequate in addressing developmental challenges. Using the curriculum of library and information science (LIS) departments in Anglophone east and southern Africa (AESA) as a case study, this chapter focuses on factors that influence the inclusion of IK in higher education in SSA. IK is recognised for its potential contribution to development by organisations such as the World Bank and African Union. Its inclusive ethos and accommodation of multiple realities also accounts for its popularity. In spite of that, IK has not established a stronghold in LIS curriculum in AESA. This study investigates the factors that influence its integration into the curriculum and makes recommendations based on the findings.

Traditional communities have a highly developed knowledge system. They struggle, however, to lobby for critical issues as this knowledge is not documented. The chapter addresses this problem by seeking a suitable knowledge creation model for South African and Tanzanian indigenous organizations. It draws on fieldwork and reviews the literature and organizational websites. It applies Myer's seven C's model (2014) to determine how knowledge management may assist organizations in addressing challenges effectively. The findings demonstrate that Myers's model (2014) has been successful in part in explaining the knowledge management practices of indigenous organizations in these two countries. It is also difficult for indigenous organizations to motivate people to share knowledge because indigenous knowledge is individualized and used as a source of power, status and income in the communities. It is therefore important to promote integration of indigenous knowledge with other knowledge systems for socio-economic growth, and advocating change in institutional structures.

Theory is one of the major pillars of research. Methodologies as another pillar assist in theory testing and construction. Theories help to explain reality, which is the subject of any research process. Theories and methodologies should be relevant to their context if they are going to contribute to the production of progressive and transformative knowledge. This chapter looks at the understanding of theoretical and conceptual frameworks as tools of conceptualising the research process. Some scholars confuse theoretical with conceptual frameworks. Sometimes they regard research frameworks such as paradigms as theoretical frameworks. Some scholars do not even explain how these research conceptual tools help them to design and execute their research. The implications of not using context specific theories in research, and its consequences to epistemic freedom, is presented. Researchers should focus on theorising instead of theory itself and develop theories that are interesting and relevant to the profession and discipline. That will also reduce dependency on borrowed theories.

This chapter provides an epistemological and ethical justification for (re)considering information science in terms of its potential to contribute to the way in which “information” and “knowledge” become co-constructed in social life in view of social justice aims. The chapter refers to and extends arguments for viewing information science as an interdisciplinary and indeed transdisciplinary endeavor. This is discussed in relation to transformative and indigenous-oriented paradigms for social research considered more generally and also considered specifically in relation to information science (as a social scientific approach). The chapter provides a detailed example of how the transformative potential of information science might be realized. This example can serve as a resource for information science researchers and for information systems practitioners who may find that it has some relevance to their continued work. The chapter also offers suggestions for expanding the research possibilities (co-inquiry options) provided by the example.

This article examines the role of lecturers in encouraging and supporting students likely to be predisposed to challenges related to incomprehension, incapacity and isolation embedded in the virtual learning environment. This article used a constructivist lens to gain through interviews an understanding into the intuition, thoughts, ideals, beliefs and inclination of lecturers about the nature and extent of their supportive role in the e-learning environment. The key findings revealed that the role of lecturers in promoting e-learning is varied. The discrepancy seems to be emanating from the lack of clear understanding of the meaning, the depth, the breadth and thrust of e-learning pedagogy at the University of South Africa (UNISA). The UNISA Strategy 2015-2030 introduced incremental changes in the form of Open Distance e-Learning (ODeL), which highlights the infusion of e-learning in the Open Distance Learning (ODL) context. Given its ODeL mandate, and the prescripts of the UNISA Strategy 2015-2030 and as part of the academic project the institution committed to introduce e-learning from 2015. Further, the institutional resolve to adopt a hybrid model that incorporates traditional and electronic teaching modes has caused uncertainty in the teaching space with some lecturers leaning towards e-learning whilst others lean towards traditional methods. The article recommends that UNISA needs to clarify its standpoint by adopting definitions, demarcations, strategies and tools that will enhance the understanding, adoption and usability of e-learning platforms and systems.

Traditionally, archival institutions neglected building relationships with their constituencies and focused on other operational functions. There are number of strategies that can be used to build such relationships, including public programming. Effective public programming strategies depend on sound public programming planning, appropriate research strategies, and ethical principles. It is evident that attempts to build relationships between the archives and their constituencies are a recent phenomenon in Africa. In fact, it seems to be an afterthought both to practitioners and scholars. Building relationships with users will make memory institutions visible and successful. Public programming, with its focus on the public that the organisation serves, is one of the tools that may be used by memory institutions such as archives to bring the archives to the society and the society to the archives.

The ability of national archival institutions to make available the documentary heritage in their custody is the sole basis for justification of their existence and relevance in society. As such, archival institutions are faced with a great responsibility to ensure that they are visible and able to attract large visitor-ship. This chapter provides a global perspective on the challenges and prospects surrounding the accessibility and use of documentary heritage. The chapter largely relies on a review of literature to discuss the future of archives' utilisation and to explore the challenges which the global archival community has endured in the provision of access to and use of their archival holdings. The common factor established in extant literature is that access is the most critical archival function, yet it is proving to be the most challenging.

This chapter discusses the use of conceptual and theoretical frameworks in social science research with a focus on heritage studies. Incorporating theory or developing a conceptual framework is a critical part of the research design process. It assists in explaining the issue under study and refining the research questions. Linking theory and empirical constructs is fundamental to both quantitative and qualitative research, although some studies suggest that this is something that a number of researchers in the latter research tradition tend to ignore. Theories provide a theoretical framework for conceptualising research. Without a theoretical or a conceptual framework, the analysis of the findings results in a mere narration. Many researchers encounter difficulties in distinguishing between and using a conceptual framework and a theoretical framework as research tools. There are recurring doubts about their utility in the research endeavour and how one might select a good theory. Consequently, there is limited engagement with theory.

The literature on action research and how it should be applied is extensive. However, this chapter is not intended to be a substitute for or to provide a synopsis of the substantial body of literature on action research. Its aim is instead to show the potential benefits of this underutilised research approach in heritage management research. Although there are many varieties of action research, the major elements of action research processes are action, research, and participation. Action research has a collaborative social change agenda, with democratic transformation being achieved through the participation of professional researchers and practitioners. It bridges the divide between the outsiders (researchers) and insiders (stakeholders), and differs from many conventional research strategies in that it identifies a problem and attempts to provide a solution that leads to a change in the community or organisation. The case study on developing a public programming strategy for archival institutions in South Africa presented in this chapter illustrates this point.

Interest in indigenous knowledge is growing because of its potential to promote and sustain development activities. Inspite of the recognition of the significance of indigenous knowledge there is limited agreement on its definition and conceptualization. There are competing ways of defining it and various ways of labeling it. In view of the varying appropriation of meanings to the concept of the knowledge of traditional and indigenous communities, this chapter starts by dealing with definitions attached to the knowledge of traditional and indigenous communities before turning to establishing what might be the suitable label for that knowledge using informetrics techniques. An investigation of 17 labels used to refer to the knowledge of traditional and indigenous communities that were conveniently chosen from the extant literature revealed that indigenous knowledge is the label that is gaining more currency than any other in the arts, humanities, and social sciences subject categories.

Many scholars on indigenous research advocate research approaches that negate western research traditions. Although phenomenology is part and parcel of the classical western research approaches, it has the potential to offer indigenous researchers an approach of investigating the real world without invalidating indigenous voices and worldviews. Phenomenology with its emphasis on understanding and describing the phenomenon based on the human experience provides an opportunity of informing research practice in the field of indigenous knowledge. The phenomenological attitude helps in understanding the ultimate structure and essence of the life-world as experienced by participants without making any judgements or assumptions about their experiences. The participants take the centre-stage in phenomenological research approaches as they are viewed as co-researchers because of their extensive knowledge of an experience and its interpretation. This chapter demonstrates that phenomenology is a suitable approach for researching indigenous knowledge, which can complement available indigenous research pathways.

This study tests the model of information system success proposed by DeLone and McLean using data that was collected in three selected districts of Tanzania. A survey was administered to elicit factors for e-government adoption in Tanzania using the DeLone and McLean model of information system success. The results of multiple linear regressions indicate that system quality significantly influences e-government adoption in Tanzania. In light of these findings, researchers should conduct a similar study using other different models of e-government adoption in order to identify more factors that influence e-government adoption in Tanzania. Policy makers and e-government project teams should consider system quality as a barrier to e-government adoption and hence find ways of ensuring easy-to-use and easy-to-learn systems in order to facilitate e-government adoption within the country.