International Journal of Knowledge Content Development & Technology

A Framework to Promote Digital Inclusion for Students with Disabilities in Government-Funded Universities

2025-07-09T23:02:45+00:00

This study investigated digital inclusion for Students with Disabilities in government-funded universities in Kenya and proposed a framework to address existing gaps. A qualitative research design was employed, drawing on semi-structured interviews with thirty purposively selected librarians from six public universities: Kenyatta, Egerton, Maseno, South Eastern Kenya, the Technical University of Mombasa, and Garissa. NVivo software supported data management, while thematic analysis guided the identification of recurrent patterns. Findings indicate that, despite institutional efforts to promote inclusivity, systemic barriers persist. Policies on disability inclusion are inconsistently enforced, financial and infrastructural support remains insufficient, and available assistive technologies are outdated or poorly integrated. Limited provision of alternative content formats, underutilization of built-in accessibility features, inadequate user training, and weak feedback mechanisms undermine equitable access to digital library resources. These challenges demonstrate the need for a context-specific framework that strengthens monitoring and evaluation, enhances staff capacity, fosters interdepartmental collaboration, and ensures sustainable policy support. The study contributes to the literature on digital inclusion by moving beyond accessibility models to propose a framework rooted in empirical evidence from a resource-constrained context. Theoretically, it enriches understandings of how digital environments can both enable and hinder participation. At the policy level, it underscores the urgency of aligning institutional practices with global accessibility standards, including the Web Content Accessibility Guidelines and the Marrakesh Treaty. Practically, it offers librarians and university administrators actionable strategies for advancing equitable access, positioning them as key actors in fostering inclusive digital environments.

Knowledge Graph Construction from Library and Information Science Journal Articles

2025-08-24T19:07:29+00:00

Knowledge graphs (KGs) emerge as potential tools for information access and resource discovery in a structured format. It facilitates information retrieval, data integration, and semantic reasoning. Considering the rapid growth of literature publications, a high-relevance search is necessary for researchers and practitioners. There are numerous tools for data organization and knowledge extraction. The knowledge graph is one of them, which depicts structured information with nodes and relationships. Library and information science can help build KGs to grasp the intricate relationships between scholarly works, their authors, institutions, and topics. The knowledge graph technology produces more relevant search results, which makes it easy to explore accurately. This paper examines the construction of knowledge graphs from library and Information Science (LIS) journal articles. A systematic approach is followed to extract entities, relationships, and attributes from LIS literature. The accuracy of the constructed knowledge graph is 89.47% (Recall), 94.44% (Precision), and 91.80% (F1 Score). User satisfaction is 85% in rating their satisfaction with the search results, interface usability, and ease of exploring relationships between entities regarding Scopus and Google Scholar. This paper also discusses this research’s potential areas and challenges in enhancing information organization and retrieval in the LIS domain.

Online Discourse and Network Structures of Yuseong-gu Public Libraries: Big-Data Text Mining and Topic Modeling for Evidence-Based Policy Design

2026-02-22T16:53:25+00:00

This study investigates how digital discourse surrounding Yuseong-gu public libraries is structured and how it informs evidence-based policy architecture. Online text data were collected from major Korean portals (Naver and Daum) between July 2022 and June 2025 using “Yuseong-gu public libraries” as the core search query. The corpus was analyzed using text mining, keyword network analysis, and latent Dirichlet allocation (LDA) topic modeling. Word frequency and TF–IDF results indicate that place-anchored identifiers (e.g., Yuseong-gu, Daejeon) and culture-related vocabulary constitute the discourse backbone, while managerial and operational terms such as integration, support, and homepage signal demand for coordinated governance and enhanced digital accessibility. N-gram analysis further emphasizes the demand for an integrated information and participation portal, most clearly reflected in the recurrent sequence “Yuseong-gu–integrated–library–homepage.” Network analysis reveals a high-density structure with a short average path length, confirming strong thematic interconnectedness; the node “library” functions as the primary hub and is directly linked to “culture,” indicating the library’s discursive positioning as a cultural platform. The findings support strategic policy directions, including a hub–satellite spatial system embedded across neighborhood life zones, cross-sectional programming integrating education, culture, and community participation, a mobile-first integrated digital portal, and institutionalized partnerships with schools and local cultural institutions.

Shifting the Dynamics: Analysis of the Impact of Generative AIs on the Use of E-Resources in Universities in Ghana

2026-01-27T23:44:12+00:00

Electronic resources (e-resources) have long been fundamental to academic research and scholarly communication, especially within university libraries. Recent advances in Generative Artificial Intelligence (Gen AI), accelerated by the COVID-19 pandemic and swift digital transformation, have begun to reshape information-seeking behaviours in higher education, particularly in resource-limited contexts. This study investigates how generative AI tools are affecting usage patterns of e-resources, the extent to which they may hinder or enhance access to scholarly materials, and users' perceptions of their integration within academic libraries in Ghana. Guided by the Technology Acceptance Model (TAM), the study explores perceived usefulness and perceived ease of use as key factors influencing AI adoption alongside traditional e-resources. A quantitative, cross-sectional survey design was used to collect data from 1,581 students across selected public, technical, and private universities in Ghana. A census approach ensured comprehensive representation of the target population. Data were gathered using a validated, self-developed questionnaire and analysed using descriptive and inferential statistics. The results show that although generative AI tools are steadily impacting academic information-seeking behaviour, they have not entirely replaced traditional e-resources. Although 58.0% of respondents indicated that they still rely on established databases, academic journals, and digital libraries, 42.0% reported a decline in their use of traditional electronic resources. This reduction was largely attributed to the perceived convenience, speed, and efficiency offered by generative AI tools. Further analysis revealed a modest but statistically significant effect (β = .18, p = .011), indicating that senior students are more likely to diversify their use of various information tools, whereas junior students mainly depend on ChatGPT and AI tools. The findings highlight the emergence of a hybrid information environment where generative AI acts more as a complementary facilitator rather than a substitute for authoritative scholarly resources.

Cyber-Plagiarism Behaviour of Female LIS Postgraduate Students in Nigerian Universities: Role of Religiosity

2025-12-15T17:37:49+00:00

The study analysed the cyber-plagiarism behaviour of female LIS postgraduate students in universities in South-west Nigeria. Issues such as fabrication, copy-paste, software piracy and copyright violations are considered as examples of cyber-plagiarism. Previous studies have linked plagiarism to peer pressure, institutional policies, poor writing skills, research illiteracy and gave limited attention to religiosity and cyber-plagiarism. Descriptive survey with mixed method approach was adopted, and the population involved 356 female LIS postgraduate students. Both questionnaire and interview guide were the instruments used to elicit data. In the quantitative data, out of the 356 copies of questionnaire administered, only 287 (80.6%) copies were found usable for analysis. Six participants were purposively focused for the qualitative information. Findings revealedthatthe level of cyber-plagiarism behaviour among respondents (x̄= 2.92) was moderate and maintained high level of religiosity (x̄ = 3.10). The result of the hypothesis showed that religiosity indices (values, practices and experiences) have positive joint influence on cyber-plagiarism behaviour among female LIS postgraduate students in universities in South-West, Nigeria (28.4%: Adj. R2 = 0.28). Religiosity is found to be a tool for deterring female LIS postgraduate students in Nigerian universities from engaging in cyber-plagiarism act. The need to improve on the sensitization programme and reinforcement of religious values that discourage students from engaging in unethical behaviour while working in cyberspace were recommended.

An Integrated Archaeoastronomical and Landscape-Archaeological Study on the Linear Axis and Solstitial Orientation of the Mujang-myeon Dolmens, Gochang

2025-10-27T00:24:39+00:00

This study tests the directional layout of dolmens in Mujang-myeon (Gochang, Korea) within an integrated archaeoastronomy-landscape archaeology framework. Using field records with DEM-derived horizon profiles and viewsheds, and evaluating axial data via circular statistics, we examine three scales: a regional line (Gyoheung-Songhyeon-Wonchon), the Gyoheung cluster (Ga-Na-Da), and monument long-axes. Results show a southeast regional axis near 130° consistent with the winter-solstice sunrise, an intra-cluster alignment near 160°, and frequent clustering on 60/120/240/300° and 95-100/275-280°. Several monuments allocate front/side/rear faces toward winter sunset, winter sunrise/summer sunset, and stellar viewing. We infer a dual frame—true north/Ursa Major and seasonal solar markers—embedded in local peaks and saddles, and recommend protecting solstitial sightlines.