This dissertation reports on an exploratory study of a self-directed learning framework for South
African cataloguers (increasingly becoming known as metadata specialists) for facilitating their
continuing education needs. The study is triggered by the 2010 report of the South African
Department of Arts and Culture, which found that newly qualified information specialists
cataloguers included were in practice not yet able to perform professional tasks. Continuing
education is characteristic of professions and essential for keeping one's professional
knowledge up to date. The study focused on the question of a framework required to support
and bridge the continuing education needs of professional cataloguers in South Africa. It
examines professionals' knowledge of organising information, the nature and role of selfdirected
learning in their continuing education and the extent of cataloguers' commitment to selfdirected
learning. These aspects are described in the research goal, namely to propose a selfdirected
learning framework that cataloguers can use to facilitate their ongoing training needs.
The study contains a literature review and an empirical component based on a mixed methods
research approach. A survey was conducted in April-May 2015 as research method. Quantitative data was collected using a structured questionnaire (59 participants), supplemented
by qualitative data from three semi-structured focus group interviews. An exploratory profile of
the state of continuing education for South African cataloguers and their needs could
accordingly be drawn up. Findings indicate that "self-direction" is not only related to the
personality of the cataloguer. It also pertains to the process of self-directed learning and the
context in which it takes place.
Several theories on self-directed learning were compared to design a framework that speaks to
the continuing education needs of cataloguers. Three concepts professional context, people
(individuals, in collaboration with others) and learning (processes, theories and opportunities)
form the background against which the framework was developed.
The study concludes with recommendations about a framework for self-directed learning. It
includes, inter alia, a national programme for continuing information organisation training, and
the development of selfdirection in learning as a multifaceted personality trait recommended for
continuing education in information organisation. Further research possibilities in relation to selfdirected
learning and the self-directed learning framework are also mentioned.
Hierdie verhandeling rapporteer oor 'n verkennende studie aangaande 'n selfgerigteleerraamwerk
vir Suid-Afrikaanse katalogiseerders (toenemend bekend as metadataspesialiste) vir
die fasilitering van hul voortgesette opleidingsbehoeftes. Die studie is ontlok deur die 2010-
verslag van die Suid-Afrikaanse Departement van Kuns en Kultuur, wat bevind het dat
inligtingspesialiste insluitend katalogiseerders wat pas gekwalifiseer het, nog nie in staat is
om professionele take in die praktyk uit te voer nie. Voortgesette opleiding is 'n eienskap van
professies en onontbeerlik vir die byhou van professionele kennis. Die studie word gerig deur
die vraag oor hoe 'n raamwerk sou lyk wat die voortgesette opleidingsbehoeftes van
professionele katalogiseerders in Suid-Afrika sal ondervang en oorbrug. Die studie ondersoek
professionele kennis van inligtingsorganisasie, die aard en rol van selfgerigte leer in
voortgesette opleiding en tot watter mate katalogiseerders op selfgerigte leer ingestel is. Hierdie
aspekte word vervat in die ondersoekdoelstelling, naamlik om 'n selfgerigteleer-raamwerk voor
te stel wat benut kan word om die voortgesette leer van katalogiseerders te fasiliteer .
Afgesien van literatuurontledings, sluit die studie 'n empiriese komponent in wat 'n gemengdeondersoekbenadering
volg. 'n Opname in April-Mei 2015 is as navorsingsmetode aangewend.
Kwantitatiewe data is versamel deur 'n gestruktureerde vraelys (59 deelnemers), aangevul deur kwalitatiewe data uit drie semigestruktureerde fokusgroeponderhoude. Daaruit kon 'n
verkennende profiel van die Suid-Afrikaanse voortgesette opleidingsituasie en behoeftes vir
katalogiseerders opgebou word. Bevindinge toon dat "selfgerigtheid" nie net met die
persoonlikheid van die katalogiseerder verband hou nie. Dit behels ook die proses van
selfgerigte leer en die konteks waarin dit plaasvind.
Verskeie selfgerigteleerteorieë is in verband met mekaar gebring om 'n raamwerk te ontwerp
wat die behoeftes van katalogiseerders aan voortgesette opleiding aanspreek. Drie begrippe
professionele konteks, persoon (individue, in samewerking met ander) en leer (prosesse, teorieë
en geleenthede) vorm die agtergrond waarteen die raamwerk ontwikkel is.
Die studie word afgesluit met aanbevelings oor 'n raamwerk vir selfgerigte leer. Dit sluit onder
meer in 'n nasionale program vir voortgesette inligtingsorganisasieopleiding, en 'n aanmoediging
tot die ontwikkeling van selfgerigtheid in leer tydens voortgesette opleiding as 'n veelkantige
persoonlikheidseienskap vir inligtingsorganisasie. Verdere navorsingsmoontlikhede met
betrekking tot selfgerigte leer en die selfgerigteleer-raamwerk word genoem.
