Browsing by Author "Rugambwa, Nina Olivia"

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Advancing child-centred research methodologies in the school library context
(IGI Global Scientific Publishing, 2026-03-28) Rugambwa, Nina Olivia; Lyaka, Martha
Research involving children in the field of Library and Information Science (LIS) has mainly relied on traditional data collection methods rooted in social research paradigms. Common techniques include interviews, documentary analyses, and surveys. This chapter emphasizes the importance of child-centered research methods in LIS, especially for understanding children's information-seeking behaviors in school libraries. A study conducted in two primary schools in Kampala and Mukono involved 32 children, using storytelling and flower maps, to share their views on libraries. Children perceive good libraries as safe spaces, with children's pets, knowledge hubs, places for adventure and relaxation. Conversely, children also described negative aspects of libraries, such as noise, disorganization, dirtiness, unfriendly staff, non-functional information tools, and intimidating content, which characterized bad libraries. The chapter advocates adopting child-centered methodologies to foster a more inclusive understanding of children's informational experiences and needs.
Advancing indigenous knowledge research epistemologies and research methodologies in LIS research
(IGI Global Scientific Publishing., 2026-03-28) Rugambwa, Nina Olivia; Lyaka, Martha
This chapter explores the integration and advancement of Indigenous knowledge systems within Library and Information Science (LIS) research, emphasizing the importance of Indigenous epistemologies and research methodologies. It critically examines how traditional LIS paradigms can be expanded to incorporate Indigenous ways of knowing, valuing cultural context, oral traditions, and community-based approaches. Special attention is given to the cultural context, oral traditions, and community-centered approaches that underpin these epistemologies. The chapter advocates for the development of inclusive research frameworks that respect Indigenous epistemologies, fostering more equitable and culturally responsive LIS scholarship. By advancing these paradigms, the chapter aims to promote greater recognition, validation, and utilization of Indigenous knowledge in information practices and research through providing guidance on how researches biased towards indigenous knowledge systems can be effectively conducted in the LIS discipline.
Children and libraries: innovative library services at marko lukooya memorial community library during the Covid-19 pandemic, Uganda
(International Journal of Advanced Research, 2025-04-17) Rugambwa, Nina Olivia; Kawalya, Jane; Mutibwa, Lois Nankya
Community libraries do not receive financial support from the government, unlike public and academic libraries in Uganda. This study explored the provision of library services during the COVID-19 period by Marko Lukooya Memorial Community Library. The study investigated library services provided by the library, challenges encountered, and strategies that were used to address the challenges faced during the pandemic. A qualitative case study research design was used. Data was collected using face-to-face in-depth interviews and observation methods with library staff and patrons. Standard Operating Procedures were followed during the pandemic by both the participants and researchers to mitigate the risk of the deadly COVID-19 virus. Key findings revealed that the library adapted innovative ways to provide library services to children and the community during the COVID-19 pandemic amidst many challenges. The study recommends training of library staff in information management and more material and financial support by donors, the government, and all well-wishers to support the good work being done by Marko Lukooya Memorial Community Library in Uganda.
Designing robust sampling frameworks for mixed methods research: challenges and practical guidelines
(IGI Global Scientific Publishing, 2026-03-18) Lyaka, Martha; Mukungu, Isaac; Rugambwa, Nina Olivia; Ngulube, Patrick
In recent years, research in mixed methods has received considerable attention in a wide range of fields, including computer science and informatics. This methodology encourages the integration of both qualitative and quantitative data to provide a comprehensive picture of complex phenomena. However, one of the main problems faced by researchers participating in mixed method projects is that of sampling. Sampling, as a cornerstone of methodological rigour, has an impact on the validity and application of research findings. The aim of this chapter is to analyse the nuances of sampling in the context of mixed-method research, specifically to address the complexity involved and to provide practical suggestions for computational and informatics researchers.
Enhancing African indigenous knowledge collection management in Ugandan public university libraries: lived experiences of senior library staff
(IGI Global, 2023) Rugambwa, Nina Olivia; Akena, Francis Adyanga; Nabutto, Claire Clement Lutaaya; Bugembe, Kamulegeya Grace
Various studies in library and information science have emphasized that indigenous knowledge management is still a neglected area and a challenge in the discipline of information management. However, the rationale for this neglect and driving challenges in university libraries has not been documented from the practitioner's perspective. This chapter shares lived experiences from experienced senior staff of public University libraries in Uganda regarding the management of African Indigenous knowledge collections. The study uses the theoretical lens of Wilson's information behavior model interpolated with participants' views to gain insight into the perspectives of the practitioners. The findings revealed challenges in lack of appropriate metadata descriptors to accommodate this knowledge, biased knowledge organization tools that are incompatible with African indigenous knowledge metadata characteristics, and limited funding in university libraries for research and indigenous knowledge collection development.
Lifelong educational and decolonization programs for the Batwa indigenous people of southwestern Uganda
(East African Journal of Interdisciplinary Studies, 2024-03-25) Sekiwu, Denis; Adyanga, Francis Akena ; Genza, Gyaviira Musoke ; Rugambwa, Nina Olivia ; Muwagga, Anthony Mugagga
This article is based on a study conducted among the Batwa Indigenous people in southwestern Uganda between 2021 and 2022. The study aimed to explore culturally relevant lifelong education and decolonization programs for the Batwa people. Using indigenous research methodology, 60 participants comprising of elders, parents, children and teachers were recruited from the Batwa community for the study. We used Egalitarian liberalism and justice in education (ELJE) theory as analytical framework. Key findings demonstrate that participants were conscious of the challenges faced by their community and collectively brainstormed practical redress measures. These measures include but are not limited to setting up an entrepreneurship education program, vocational and skilling programs, and promotion of Rutwa language. Besides, some specific Batwa life skills identified by participants are briefly described as imperative for integration in the schooling system to achieve the decolonization mission.