Browsing by Author "Lugya, Kiwuwa Fredrick"

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    Reframing library search as cognitive work : introducing the Library Search Analysis (LSA) model
    (Taylor & Francis group, 2026) Lugya, Kiwuwa Fredrick; State, Nassali Eliz
    Information behaviour research has evolved from a traditional focus on information sources to a user-centric perspective. While Cognitive Work Analysis (CWA) is a well-established framework for analysing complex sociotechnical systems in domains like process control and aviation, its application remains nascent within the specific context of library and information science, particularly for modelling endogenous user search behaviour. This paper posits a novel theoretical integration, arguing that CWA’s constraint-based, work-centred framework provides a uniquely powerful lens to move beyond descriptive models of information seeking. We propose a refined, user-centred application of CWA to dissect the complex interplay between the library environment, organisational structures, user tasks, and cognitive strategies. This approach offers a novel methodological pathway to generate design requirements for information systems that are not merely usable but are cognitively congruent, supporting the adaptive expertise of library users. By bridging CWA’s systemic rigour with the nuanced realities of information behaviour, this paper aims to advance both theoretical discourse and practical design paradigms within information science. Keywords: Cognitive Work Analysis (CWA) ; Information Behaviour ; Library Search Strategies ; Cognitive Ergonomics ; Constraint-Based Analysis ; Library Search Analysis (LSA) model
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    Skills, education and professional development : preparing information workers for the future of work, learning, and knowledge.
    (ULIA, 2026) Lugya, Kiwuwa Fredrick
    PowerPoint Presentation This 25-slide presentation, created by Dr. Fredrick Kiuwua Lugya for Uganda's Information Futures Series, addresses the critical need to modernize skills and education for information workers. It establishes a "quiet crisis" where information is exploding, but the ability to verify and manage it lags behind. The presentation introduces the ALA's STEEPED framework (Society, Technology, Education, Environment, Politics, Economics, Demographics) as a structured tool for scanning future trends. Drawing from the IFLA Trend Report 2024—which outlines seven major shifts, including AI's impact, evolving trust, and increasing skill complexity—the presentation identifies a significant curriculum gap in Ugandan LIS education. Current programs focus on cataloging and basic ICT, while missing crucial areas like prompt engineering, voice search literacy, and AI verification. The proposed solution involves reimagining the librarian's role from a custodian to a facilitator and trust anchor, and adopting badging and micro-credentials aligned with Uganda's TVET system. Three core competencies for 2030 are highlighted: Digital & AI Literacy, Media & Information Literacy, and Futures Thinking. The presentation calls for collective impact across sectors and ends with a practical activity card for attendees to commit to a single, actionable initiative. Speaker Notes These comprehensive speaker notes provide a complete script for the "Skills, Education & Professional Development" presentation. The notes are structured for a live delivery, spanning approximately 45 minutes of speaking time across 22 slides. Each slide section includes specific content to convey, timing cues, and embedded discussion questions. The speaker begins by questioning whether current training prepares workers for the past or the future, then grounds the discussion in Uganda's unique context: a young population (77% under 25), a mobile-first nation, and libraries as trusted spaces. The notes provide detailed explanations of the STEEPED framework and its seven lenses. Key scenarios from the IFLA report, such as the "AI Scalper" scenario, where automated systems could exploit public services, are used as powerful teaching tools. The speaker explains the curriculum gap and introduces the concept of badges (e.g., "Hybrid Reference - AI + Human"). Detailed examples of a future librarian's day in 2030 are provided to illustrate a practical, achievable vision. The notes emphasize collective impact and cross-sector collaboration with TVET institutions, NGOs, and tech hubs. They close with a guided activity using the commitment card template, asking attendees to write down one specific initiative, a deadline, and an accountability partner. This transforms the presentation from a lecture into a call for personal, professional action. Commitment card This one-page document is a simple, structured commitment card used during the presentation's closing activity. It provides a fill-in-the-blank template: "I, [your name], commit to piloting one trend-based initiative by [deadline]." Options for the initiative include: Unplugged reading hour, Voice-activated library FAQ (WhatsApp voice), Badging program for RDM, AI literacy workshop for staff, Collective impact partnership email, or an "Other" write-in option. The form also includes fields to specify an accountability partner (colleague, supervisor, or friend) and a designated deadline. The card transforms the abstract concepts of the presentation into a concrete, personal, and time-bound commitment to action.